PROGRAM REVIEW SELF-STUDY: NON-INSTRUCTIONAL …
PROGRAM REVIEW
COUNSELING DEPARTMENT
REEDLEY COLLEGE
SPRING, 2007
Submitted by
Reedley College and North Centers Counseling Department
TABLE OF CONTENTS
I. GENERAL INFORMATION 3
II. QUALITATIVE ANALYSIS 11
Cycle 1 Program Review Recommendations 9
General Counseling 12
Cycle 2 Student Learning Outcomes 25
Honors Counseling 29
15 % Program 30
15 % MCCAP 32
Veterans 34
On-line Counseling 35
Transfer Center 38
Career Services 41
Employment Services 45
Reentry Services 47
Orientation 49
Assessment 50
Registration to Go (RTG) 52
Early Alert 55
Student Athlete Retention Program (SARP) 58
Probation Services 60
III. QUANTITATIVE ANALYSIS 63
General Counseling 64
Honors Counseling 68
15 % Program 69
On-line Counseling 74
Reentry Services 75
Transfer Center 79
Career Services 81
Orientation 88
Assessment 90
Registration to Go (RTG) 91
Early Alert 94
Student Athlete Retention Program (SARP) 97
Probation Services 100
Employment Services 102
SUMMARY 105
Part I:
General Information
PROGRAM REVIEW SELF-STUDY: NON-INSTRUCTIONAL PROGRAMS
I. General Information
The Counseling Center programs and services at Reedley College/North Centers are unique in that we provide an array of multi-faceted educational counseling services to students. Within the Counseling Center we offer: Honors Counseling, Fifteen Percent Counseling, the Madera Center College Advantage Program (MCCAP), Veterans Counseling, On Line Counseling, Transfer Center, Career Services, Orientation, Assessment, Registration to Go, Early Alert and Probation Services, Employment Services, Reentry Services, and Student Athlete Retention Program (SARP). Counseling services are also provided for students involved in special programs, such as EOP&S, DSP&S, and CalWORKs, however these programs have their own individual program review cycles. The Guidance Studies program has a program review cycle as well, but it also requires staffing and support from the Counseling Center.
A. Areas or Department
Counseling Department Program Review Cycle I and Cycle II Table
|Program Review Cycle I – Spring 2000 |Program Review Cycle I I– Spring 2006 |
|Programs/Services |Programs/Services |
|Counseling Center |Counseling Center |
|Honors Counseling |Honors Counseling |
|Transfer Center |Transfer Center |
|Career Center |Career Services |
|Job Placement |Employment Services |
|Reentry (Adult Learner) |Reentry (Adult Learner) Services |
|Orientation |Orientation |
|Assessment |Assessment |
|Registration To Go |Registration To Go |
|Fifteen Percent |Fifteen Percent RC / NC – Fifteen Percent MCCAP |
|Retention Programs: Early Alert, Athletic Retention |Retention Programs: Early Alert, Probation Services, Student Athlete |
| |Retention Program |
|Cal WORKs |N/A |
|N/A |On-Line Counseling |
|N/A |Veterans Counseling |
B. State Taxonomy of Programs (TOP) Code, if appropriate
Not applicable to Student Services
C. Faculty/Staff in Department/Program –
Reedley College Full-Time Counselors - 7, (1-FT counselor has recently resigned, 1 on disability off and on for the last six years)
Each full-time counselor is assigned to a 35 hour work week and 5 hours of other college related activities. (assignments + special programs + general students = 35 hours)
Upon referencing Tables A-1 (RC) and A-3 (NC) below, the charts list the various counseling assignments and include the amount of actual contact hours counselors have with students. When adding the total amount of actual contact hours spent with students excluding the time spent on other responsibilities; at Reedley College, the actual one to one counseling time spent with students would be equivalent to 1.91 FTE counselors. At the North Centers it would be 2.71 FTE counselors of one to one counseling time.
|Table A- 1 | |
|Name |
|Name |
|Name |
|Name |
|Campus/Center |All Assignments |Other Assignments |General Students |Total Hours |
| | |(Above 40 Hours – | | |
| | |Schedule ‘C’) | | |
|Reedley College FT |240 |36+ | 66 | 342 |
|Reedley College PT |119 |N/A | 76 | 195 |
|North Centers FT |200 |10 | 90 | 290 |
|North Centers PT |109 |N/A | 74 | 183 |
|Combined Total |712 |55 |352 |1110 |
|Cycle I Program Review Recommendations |Status |
|Reedley College and North Centers | |
| | |
|A. Increase the marketing of counseling services through on line counseling, |SCCCD is currently in the third year of a Title V Cooperative Grant focusing on |
|commercial, radio, television, and web page development. |Online Educational Services. We are currently providing online counseling, a |
| |database of FAQ’s, and are developing an online orientation; all of which is based in|
| |Blackboard. |
| | |
| |RC/NC’s have increased marketing efforts from print media to radio and television |
| |advertisement. The NC’s also provide informational flyers and brochures on each of |
| |the centers describing services; including counseling. |
| | |
| |The RC/NC’s are currently redeveloping and updating their web pages on a semester by |
| |semester basis. |
| | |
| |RC/NC’s have a site specific webpage that identifies counseling services. |
|Reedley College and North Centers |Status |
| | |
|B. Institute the degree audit system and make it available to students; | |
|provide workshop training sessions | |
| | |
| |RC & NC - The degree audit system has been instituted and counselors utilize it to |
| |provide students with an evaluation of their graduation status for obtaining |
| |Associate Degrees & Certificates of Achievements. |
| | |
| |RC & NC - Training sessions have been provided on the degree audit system for both |
| |faculty and staff. It is also available for student use through WebAdvisor |
| | |
| |RC & NC - We now have the ability through degree audit to run a district evaluation |
| |for California State University General Education plus additional requirements for an|
| |Associate Degree in General Studies. |
|Reedley College and North Centers: Facilities |Status |
| | |
|C. Counseling - more office space to provide confidentiality – Reedley and | |
|North Centers | |
| | |
| | |
| | |
| | |
| | |
|D. Assessment - Reedley – quiet testing | |
|environment; North Centers – develop an | |
|assessment center | |
| | |
| | |
| | |
| | |
|E. Career – Increase the size of facilities and add | |
|Facilities to the North Centers | |
| | |
| |RC - No additional space or privacy has been developed |
| |NC – Some accommodations have been made to increase space and confidentiality at MC |
| |and OC, however, there is still a need to increase the number of offices available to|
| |counseling. We will also have the new WI facility in addition to the CC facility to |
| |accommodate counseling hours. |
| | |
| |RC - No changes have been implemented to the Reedley |
| |College testing environment. |
| |NC – The NC’s do not have an assessment center, but computer labs are utilized to |
| |accommodate large numbers of students for assessment. This has allowed us to |
| |increase our testing dates to serve more students. |
| | |
| |RC - The Career Services area has been reduced due to increase demands for office |
| |space. |
| |NC – No changes have been made in facilities to provide additional career services |
| | |
|Reedley College and North Centers |Status |
| | |
|F. Develop collaborative workshops with the vocational & counseling faculty | |
|in order to provide students with accurate academic advising and current | |
|vocational/career information | |
| | |
| |RC & NC -Numerous academic and vocational program representatives have participated |
| |in RC and NC counseling meetings to provide up to date information on program |
| |changes. |
| |RC- The vocational liaison counselor meets regularly with vocational programs & |
| |participates in advisory committees. |
|Reedley College and North Centers |Status Status |
| | |
|G. Continue to assess and evaluate counselor to student ratio so that we have| |
|an adequate counseling faculty in providing services to students leading to | |
|student success, persistence and retention at both Reedley College and the | |
|North Centers | |
| | |
| |RC - Reference to Table A-1 & A-2; NC - Reference to Table A-3 & A-4. These tables |
| |provide data on the number of RC/ NC counselors and the number of students seen. As |
| |the number of counselor duties and services increase, the time available for student |
| |contact decreases. This is evident in the 2000/2007 chart A-1. Due to unfilled |
| |vacancies, long-term disability, and increased assignments, it is evident that the |
| |counselor/student ratio is substantially increased. The statewide academic senate has|
| |recommended a ratio of 330 students per counselor while ours is 683 students per |
| |counselor. Further, in terms of FTEF’s, because of so many outside duties, RC is at |
| |1.91 and NC is at 2.71 FTEF’s totaling 4.62 FTEF’s, not the 12 existing FT counselor |
| |positions. This changes the ratio to 721.83 students per counselor. |
|H. Continue to increase the number of university visitations through the |NC – The NC’s are working collaboratively with RC to provide access to a number of |
|Transfer Center for Reedley College and North Center students |four year universities through field trips and on campus visitations. |
Part II:
Qualitative Analysis – Non-Instructional
PROGRAM REVIEW SELF-STUDY: NON-INSTRUCTIONAL PROGRAMS
Counseling Center
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
Reedley College Mission Statement
(duplicated from )
Commitment
The mission of Reedley College is to offer an accessible, student-centered educational environment which provides high quality, learning opportunities essential in meeting the challenges of a diverse, global community.
Philosophy
At Reedley College we believe that people's lives are enriched in an atmosphere of intellectual curiosity, personal integrity, and individual accomplishment. The college furnishes experiences designed to promote critical thinking, enhance cultural literacy, and foster an awareness of the interdependence of all persons and their environment.
Reedley College is committed to maintaining a highly qualified staff of educators and support personnel who reflect the diversity of our unique community. We embrace a flexible attitude toward change and encourage the spirit of innovation.
The goal of the college is to develop each student’s full potential as well as respect for self and others. To this end, the college provides comprehensive curriculum offerings, life-long learning opportunities, counseling, and educational services.
Vision
Reedley College strives to be a leading educational institution in California’s Central Valley.
North Centers Mission Statement
(duplicated from )
Mission The mission of the North Centers is to provide affordable, high quality opportunity for life-long learning that meets the diverse educational, cultural, and economic needs of our students and our communities. We provide a dedicated, student-oriented faculty and staff that are accessible, open, and responsive to students and community needs.
Vision The North Centers will achieve independent college status with a broad, technology-based curriculum that meets the individual educational needs of our clients in a global environment. We will provide access to people from diverse economic, demographic, intellectual, and technological communities. Our multi-faceted approach, including but not limited to, student contact, technological outreach, and community building, will provide a comprehensive system of educational support services and learning opportunities.
Although there are differences in our mission statements, Reedley College and North Center counseling programs and services support the philosophy, mission, and vision statements by providing comprehensive counseling services to assist students toward a successful college experience. Counselors help promote student development and success by coordinating quality services and programs that are focused on student needs.
These programs and services are designed to provide each student with individualized help in assessing personal interests and abilities, along with resolving personal issues and adjusting to college life.
Reedley College and North Centers counseling programs and services are unique by providing an array of multi-faceted educational counseling services to students. Within the Counseling
Center we offer: Honors student services, Fifteen Percent Counseling, the Madera Center College Advantage Program (MCCAP), Veterans Counseling, On Line Counseling, Transfer Center, Career Services, Orientation, Assessment, Registration to Go (RTG), Early Alert and Probation Services, Employment Services, Reentry Services, and Student Athlete Retention Program
(SARP). The goal of these programs and services is to facilitate the process by which students
choose the appropriate courses and programs of study in order to earn a degree or certificate,
transfer to a four-year university, and/or complete a vocational program. Each program, service,
and their various components are presented in further detail in the program review document.
|Table B |RC Strategic Plan |Action Steps |NC Strategic Plan |Action Steps |
| |Goals | |Goals | |
|Counseling Center |Goal 1, 2, 3,4, 6 |1.2, 2.4, 2.8, 3.1, 3.3, 3.7, 3.9, |Goal 1, 2, 3, 4, 5, 6,|1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 5.1, 5.2, 5.3, 6.2, |
| | |4.1, 4.2, 4.3, 4.4, 4.5, 5.6, 6.4, |7, 8, 9, 10 |6.3, 7.1, 7.2, 8.1, 8.2, 9.1, 9.2, 10.2 |
| | |6.6 | | |
|Honors Counseling |Goal 3, 4 |4.3, 4.4, 4.5 |Goal 1,2 |1.1, 1.2, 1.3, 2.3, 4.2, 7.1, 7.2 |
|Fifteen Percent Counseling |Goal 3, 4 |4.3, 4.4, 4.5 |Goal 1, 2, 3, 6, 9 |1.1, 1.2, 1.3, 7.2, 9.1 |
|Fifteen Percent – MCCAP |Goal 3, 4 |4.3, 4.4, 4.5 |Goal 1, 2, 3, 6, 7, 9 |1.1, 1.2, 1.3, 2.2, 2.3, 3.1, 6.2, 7.1, 7.2, 9.1 |
|Veterans Counseling |Goal 3, 4 |4.3, 4.4 |Goal 1, 2, 3, 7 |1.1, 1.2, 1.3, 2.2, 9.1 |
|On-Line Counseling |Goal 3, 4 |3.3, 3.9, 4.3 |Goal 1, 2, 3 |1.1, 1.2, 3.2, 5.3, 6.2, 7.1, 7.2 |
|Transfer Center |Goal 3, 4 |3.4, 3.6, 4.3, 4.4, 4.5 |Goal 1, 2, 3, 6, 8 |1.1, 1.2, 1.3, 2.2, 2.3, 4.2, 5.2, 5.3, 6.2, 7.1, |
| | | | |7.2, 10.1, 10.2 |
|Career Services |Goal 3, 4 |3.6, 4.3, 4.4, 4.5 |Goal 1, 2, 3, 4, 5, 6,|1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 4.2, 5.1, 5.2, |
| | | |7 |5.3, 6.2, 6.3, 7.1, 7.2, 10.1, 10.2 |
|Orientation |Goal 3, 4 |3.3, 4.3 |Goal 1, 2, 3, 5, 6, 7 |1.1, 1.2, 1.3, 2.2, 2.3, 3.2, 5.1, 5.3, 6.2, 6.3, |
| | | | |7.1 |
|Assessment |Goal 4, 6 |4.1, 6.3, 6.4 |Goal 1, 2, 3, 5, 6, 7 |1.1, 1.2, 1.3, 2.2, 5.1, 5.2, 7.1 |
|Registration To Go |Goal 1, 2, 3 |1.2, 2.4, 3.1, 3.3, 3.4 |Goal 1, 2, 3, 4, 5, 6,|1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 4.2, 5.1, 7.1, |
| | | |7, 8, 9 |7.2, 9.1 |
|Retention Program: |Goal 3, 4 |3.1, 3.3, 4.1, 4.3 |Goal 1, 2, 3 |1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 7.1 |
|Early Alert | | | | |
|Probation Services | | | | |
|Employment Services |Goal 1, 4 |1.2, 4.2, 4.3 |Goal 1 |1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 7.1 |
|Reentry Services |Goal 4 |4.1, 4.2, 4.3 | | |
|Student Athlete Retention |Goal 3, 4 |3.1, 4.1, 4.3, 4.4 | | |
|Program | | | | |
Table B Chart gives a breakdown of the Counseling Services supporting Reedley College and North Center Strategic Plan Goals and Action Steps. The Counseling Department has also provided a summarization of how each service ties into the Strategic Plan Goals.
Strategic Plan Goals and Action Steps Summary:
Reedley College
Strategic Plan Goal # 1 – Public and Private Partnerships: Reedley College aims to be the life-long learning and cultural center for the entire service area by building partnerships with individuals and organizations.
Action Step
Strategic Objective # 1.2 - Reedley College’s programs will further develop productive, interactive working relationships with business, community, and government organizations in the community, the state and the nation.
As a service to local employers and our students, those employers with job openings contact the employment services liaison who advertises these opportunities to students via the Reedley College online and physical job boards. These openings are circulated to departments where students may be already gaining the skills to fill these jobs. If employers wish to directly recruit students on campus, the employment services counselor will make that possible. Further, the 15% and MCCAP programs offer direct linkages from Counseling to this strategic objective at this point in time. There are, however, efforts underway that will greatly expand the counseling department’s involvement in community partnerships. The State Center Community College District Title V Cooperative grant includes an online degree and student services component that will surely create more interaction locally as well as statewide and/or nationally. Additionally, our Enrollment Management activities include an increase in outreach efforts to our satellite centers targeting the adult population and local businesses. Lastly, Employment Services provides direct assistance to employers in the community looking for employees. Both the job board and online job listings distribute employer needs throughout our student population. These efforts, along with the liaison activities all counselors are involved in with their assigned feeder high schools, will provide an increase in community partnerships between counseling and local communities.
Strategic Plan Goal # 2– Enhancing the College Climate and Integrating with the Community: Reedley College seeks to enhance collegiality among staff, and to promote acceptance of diversity in all of its campus endeavors and its off-campus outreach.
Action Steps
Strategic Objective # 2.4 - Reedley College seeks to extend its values into the community by extending itself through communication networks and through active participation with the diverse cultures that live and work in its service area.
The RC/NC counseling departments attempt to find ways to participate in community activities which range from working with our School Relations department during their outreach efforts at local farmers markets, the Reedley Fiesta Days, College Night at the Fresno Convention Center, and a new activity at Clovis High School that is very similar to College Night. We also maintain an adjunct counselor sixteen hours per week at the Workforce Connection in Reedley who interacts with clients seeking services from this county social service agency. The liaison duties each counselor has with their feeder high schools sometimes results in participation in that school’s cultural and social activities.
Strategic Objective # 2.8 - Reedley College will support professional development activities that foster team building and unity among employees.
The Reedley College counseling department participates in professional development workshops every semester sponsored by Reedley College and the State Center Community College District as a group and in smaller subgroups. Additional conferences sponsored by the CSU, UC, and private colleges as well as professional counseling associations are also attended. Information learned is shared at weekly staff meetings and via e-mail allowing for discussion and maintenance of accurate disbursement of information to students.
Strategic Plan Goal # 3 – Teaching and Learning: Reedley College sets as a goal to be recognized as a progressive student-centered teaching and learning institution.
Action Steps
Strategic Objective # 3.1 – Reedley College will identify ways to improve student retention, student persistence and improved teaching methodologies.
The Reedley College counseling department has developed new courses and programs for new and continuing students. For new students graduating from high school a two week summer bridge program was offered at the beginning and end of summer to accommodate the various schedules of students. To strengthen retention and persistence for freshmen, courses focusing on “The First Year Experience” are offered in the fall and spring semesters. College and Life-skills Management, and First Year Orientation were developed to reach students from remedial to degree applicable reading and writing levels. As an alternative approach to classroom instruction, one section from each course was developed into a learning community. The College and Lifeskills Management course is linked to English 125. The First Year Orientation is linked to an English reading course, an English writing course, and a Math course as a more comprehensive learning community and with the title “GOAL Program”.
With the increased offering of online courses and information, the counseling department has expanded its online counseling services. Online counseling with immediate response is available for students during designated hours. Of course this is being further developed through the Title V Cooperative Grant.
The Counseling Department has also changed the new student orientation program offered every fall and spring. The program has become more interactive for both students and parents. An orientation in Spanish is also offered at the same time to accommodate our diverse student body. Students not able to attend the orientation or who are taking online classes can participate in an online orientation.
The counseling department has also become more active with the faculty in developing ways to identify students who are not doing well in the classroom. An “Early Alert” program has been developed to identify these students during the third and sixth weeks of instruction. Students identified by instructors are sent a letter addressing the need for them to see a counselor. Identified issues are covered during the counseling appointment and feedback is sent back to the instructor with recommendations.
With the diverse needs of student athletes, the athletic counselor has developed the Student Athletic Retention Program, SARP. The program is a collaboration of faculty, coaches and the athletic counselor to provide a wide variety of academic and personal support services for the student athlete. The program has yielded an increase in retention, persistence and the number of student athletes graduating and/or transferring to universities.
Strategic Objective # 3.3 – The College seeks continually to increase the number and variety of enrollment opportunities.
The counseling department continues to expand the ways it reaches out to the community and its students for enrollment. Along with the traditional avenue of registration with the counselor assisting the student one-on-one, the counseling department has also integrated touch tone or telephone registration and internet registration. During the spring, the counseling department visits all the local high schools (Reedley, Dinuba, Parlier, Sanger, Selma, Fowler, Washington Union, Sunnyside, Clovis, Orosi, Kingsburg)offering on site assessment, orientation and registration. The department also returns to many of the community high schools in the evenings to enroll adult reentry students as well as high school students who missed registration during the day or who attend charter schools.
Strategic Objective # 3.7 – The College will revise the freshman year experience to encourage greater rates of success for first-year students.
New Student Orientations are offered prior to the beginning of Fall and Spring semesters to ensure a good start for freshmen. Freshmen are assessed prior to class enrollment and scores are used for appropriate class selection, thus increasing student success. Under Title V, the department sponsored the summer EDGE program which targeted at risk, primarily Hispanic, entering freshmen students. In the fall, freshmen EDGE students were placed in one of two “First Year Experience” cohorts. Cohorts were a combination of basic skill classes and guidance studies classes. Though these programs proved successful, they were not continued due to lack of staffing.
The Early Alert Program identifies first-time students and/or any students who are struggling in the classroom and need intervention strategies. Freshmen athletes are mandated to attend supervised study hall for academic support. Freshmen are encouraged to enroll in GS 47- Learning Strategies, GS 53- College and Life Management, GS 105 Academic Language and Skills Preparation, GS 34- Career Awareness, GS 120- College Introduction, or GS 264- First Year College Orientation.
Strategic Objective # 3.9 - The College will develop and implement a plan for the improvement and expansion of library and learning resource services, including online services.
On-line counseling services are accessed through the Blackboard website. Two online services are available: a district wide frequently asked question (FAQ) database and a district-wide Live Help Online counseling interface. The FAQ was designed to provide answers to general counseling questions and an opportunity to ask additional questions which will be answered within 48 hours. Live Help assists students who have additional questions or immediate needs to work “live” with a counselor for academic advising purposes during specified hours
Strategic Plan Goal # 4 – Student Services: Reedley College strives to provide all the services its students need to succeed at the college.
Action Steps
Strategic Objective # 4.1 – Reedley College aims to recognize the unique characteristics of its students and to respond to their special needs.
Reedley College students come from diverse ethnic, socioeconomic, and educational backgrounds and have just as diverse goals. The Counseling Department has identified the unique needs of its students and has provided assigned counselors, special programs, and special services to meet these needs. The Student Athletic Retention Program, as an example, provides student athletes with specialized academic eligibility advising and monitoring. Assessment testing, as another example, is provided in three formats (paper, computer, and online) in an effort to accommodate students on site at local area high schools, on campus at the college, and for students out of the area.
Strategic Objective # 4.2– Reedley College aims to actively listen to the needs of students and to use student input-satisfaction surveys and other formal listening approaches-to improve its services to students.
Student satisfaction surveys for evaluating individual counselors are provided annually for non-tenured counselors and every three years for tenured faculty. Satisfaction surveys for evaluating adjunct counselors are provided annually. Results from the surveys are used by counselors to make improvements to the services they provide to individual students.
Strategic Objective # 4.3 – Reedley College will develop programs to ensure that entering students understand both what a student and what the college each must commit to the educational experience for a student to succeed.
New and incoming transfer students to Reedley College have a variety of opportunities to learn about what is required to be a successful student. The Counseling Department offers orientation programs which address student success. These orientations occur at Registration To Go, on campus and online as well as at the start of each fall and spring semester (New Student Orientation). Special programs/services are provided which target specific students’ success-such as Honors students, Veterans, Fifteen Percent students, and undecided students (Career Development). Additionally, faculty are asked to identify struggling students through the Early Alert Program. Identified students are provided counseling services to address their specific concerns so that each student can achieve success while at the college.
Strategic Objective # 4.4– Reedley College seeks to support each student in achieving his/her goal-whether it is to transfer, to earn a certificate, license or credential, to graduate, or simply to seek enrichment.
Reedley College seeks to support each student in achieving his/her goal-whether it is to transfer, to earn a certificate, license or credential, to graduate, or simply to seek enrichment.
The Counseling Center provides comprehensive counseling services to assist students towards achieving their educational goals. Counselors help promote student development and success by providing programs and services that are focused on student needs. Counselors assist students with program planning through the development of Student Education Plans (SEP) that list coursework required for specific programs of study that include AA/AS degrees/Certificates of Achievement/Completion and/or transfer majors to four-year universities.
The Honors Program coordinator works with an assigned counselor who provides students the opportunity to be challenged with a rigorous transfer curriculum to prepare them to apply for admission to highly-competitive four-year universities.
The Fifteen Percent High School Enrichment program is designed to provide enrichment opportunities for high school students. Eligible students can enroll in college level courses with counselor assistance and get a “head-start” on their college education.
The Counseling Center provides Veterans with specialized counseling services and educational planning to comply with Veterans Administration (VA) guidelines. A VA Student Education Plan is developed, along with required documentation to ensure VA funding that is vital in assisting veterans towards program completion.
The Transfer Center provides students with the appropriate information needed for transfer to four-year colleges and universities. The Transfer Center had developed positive working relationships with many of the UC’s and CSU campuses. This relationship promotes transfer opportunities and includes guaranteed transfer agreements (TAA) to several universities. The Transfer Center also provides students with various transfer activities that give students information about their educational options relative to their goals for example Transfer Day, transfer application workshops and access to college representatives from four-year colleges and universities.
Career Services provides a broad array of resources to assist students with career exploration and/or assessment tools to help students identify career options relative to their skills, interests and/or values. Information on the various career paths and the required educational preparation is available to students via a resource library and through multi-media mediums. The Career Services counselor also coordinates a yearly Career Fair and other career related activities that include: career assessment workshops, job seeking strategies workshops, a career newsletter, and career awareness course instruction.
The Student Athlete Retention Program (SARP) counselor monitors the academic progress of “student-athletes” in order to prepare them for transfer to four-year colleges and universities. Services provided to help student-athletes achieve program completion include: mandatory study hall, special orientation designed for athletes, and development of Student Education Plans during individualized counseling sessions.
Strategic Objective # 4.5– Reedley College will develop a comprehensive outreach and recruitment plan that responds to demographic trends and increases public awareness of the college in underserved segments of the community.
Reedley College will develop a comprehensive outreach and recruitment plan that responds to demographic trends and increases public awareness of the college in underserved segments of the community.
The Counseling Center has developed working relationships with local surrounding feeder high schools that include a counselor liaison who makes regular visits to each campus. These outreach activities allow counselors to work with students in recruiting and/or informing them of the educational opportunities that exist at Reedley College. Counselors also attend local community events and/or high school activities such as parent nights, high school college career fairs, the Fresno Fair and Fresno County’s College Night. High Schools and communities served include; Parlier, Dinuba, Sanger, Selma, Kingsburg, Fowler, Reedley, Sunnyside, and Immanuel.
Recruitment and outreach for the Honors Programs is directed at academically high-achieving high school students who may not wish to go directly to a four-year university. Students enroll in a special cohort of rigorous transfer courses in preparation for transfer opportunities to four-year universities. Counselors provide Honors Program information to students during their contacts at their assigned schools.
The Fifteen-Percent Program provides eligible high school students the opportunity to take college level courses while still in high school. Counselor liaisons work with high school counselors and career technicians at their assigned high schools to promote and increase student awareness of the benefits of taking college courses at Reedley College. In some cases, courses are actually offered at the high school site where students attend. This enhances counselor’s outreach efforts and makes recruitment a little easier.
The Transfer Center coordinates a “Transfer Day” each fall and invites high school students to Reedley College to learn about the transfer opportunities that exist after Reedley College. This recruitment strategy provides students with transfer information and access to college representatives from four-year universities. Students can learn about Transfer Agreements (TAA), which increases their awareness of educational options while making a decision whether to attend Reedley College or go straight to a four-year college or university.
The Career Center coordinates an annual career fair during Kaleidoscope that is held in the Reedley College cafeteria. The event is open to the public and advertised via the local newspaper and mailers to the community. The public and students have access to public and private employers who provide information about the world of work and possible employment opportunities. This event can help individuals in making a decision to attend Reedley College to meet minimum educational requirements in preparation to apply for a job and/or prepare for a desired career path.
Strategic Plan Goal # 5– Planning and Assessment: Reedley College seeks to increasingly base strategic decisions on the analysis of systematically collected data, and to integrate resource allocation with planning.
Action Steps
Strategic Objective # 5.6 – Reedley College will improve its monitoring of faculty and staff evaluations and its mentoring activities to ensure that the efforts of individual staff fulfill the objectives of the college’s mission and strategic plan.
The counseling program has reinstituted the full-time to part-time counselor mentoring system, assuring that all part-time counselors are kept up-to-date with counseling issues and information to best serve students. All counselors are currently tenured and under a three year cycle for evaluation of performance and establishment of goals.
Strategic Plan Goal # 6 – Information Technology: Reedley College will use and support its computing and technology infrastructure in a way that recognizes the critical role of information technology in the success of the college and its students, faculty and staff.
Action Steps
Strategic Objective # 6.4 – Reedley College will provide training for all users-basic training for
or specialized training when needed.
All counselors regularly receive notices of training opportunities available both within and outside of the college. As technology is an ever changing entity, trainings are established to address these changes. For instance, training was provided for the conversion from Datatel’s CASM to XCSM screens and an online training for our newly added TypeFocus career assessment site was offered.
Strategic Objective # 6.6– Reedley College will continue to upgrade its website to provide links to the District Office, the North Centers, Fresno City College, the Internet and Intranet, and a common link to all online courses.
The counseling websites are regularly updated by the Transfer Center and Career Services as their information is always changing. The Transfer Center offers links to other universities, transfer assistance sites, and RC program sheets. Career Services has added access to all Career Examiner editions and a link to the Tiger Business job site. Title V has added a web page link to online counseling opportunities. The Assessment Center now offers assessment via the internet for off campus sites.
North Centers Strategic Plan Goals
Strategic Plan Goal # 1 - Focus on student success by improving instructional and student support programs.
Action Steps
Strategic Objective # 1.1 – North Centers will continue to develop a comprehensive evaluation, planning, and improvement process.
The North Centers are currently in the process of finalizing the program review for counseling which is providing an overview of our current programs and will provide recommendations for future planning. We also participated in the district-wide Noel-Levitz research study. Additionally, the new online counseling program includes student satisfaction surveys for all three components; including the online orientation, the FAQ database, and the Live Help program. We are also in progress of developing student satisfaction surveys for counseling services.
The counseling departments across the district participated in a Student Learning Outcome (SLO) workshop on April 27, 2006. Through this workshop, we developed student learning outcomes (SLO’s) for the different components of the counseling department.
During the North Centers faculty day sessions, counselors participated in the development of the North Center’s strategic planning document. We brainstormed ideas to implement during the Spring 2007 semester. Presentations were also made on the Honors Program, the Transfer/Career Centers, and the new Online Counseling program.
Strategic Objective # 1.2 – North Centers will actively participate with Reedley College in the accreditation process. Integrate the self-study findings into the North Centers planning process.
The North Centers counseling department is actively participating in all planning documents and continuously collaborating with the Reedley College counseling department.
Strategic Objective # 1.3 – North Centers will continue to develop new instructional programs and expand existing ones.
The North Center’s counseling department provides feedback on the planning and development of the course schedule to ensure that a maximum number of general education and major specific courses are available at each of the North Centers, including the new Willow/International Center. We also provide feedback on the planning of the Honors, Madera Center College Advantage Program (MCCAP), Licensed Vocational Nursing (LVN), Licensed Vocational Nursing to Registered Nursing Program (LVN to RN), Teachers Cohort, and Guidance Studies course planning. Additionally, the Counseling department has worked closely with both the Writing Center and the new Math Lab coordinators to align with the current tutoring services; which are under Guidance Studies/Counseling direction.
Strategic Plan Goal #2 – Student Access, Involvement, and Support for Success: Expand strategies that lead to increased access, enrollment, and retention of students.
Action Steps
Strategic Objective # 2.1- North Centers will continue the development and implementation of the Enrollment Management Plan.
The counselors are actively involved in the development of the Enrollment Management Plan. The counseling department will continue to provide feedback on retention efforts, access, and enrollment; such as Orientation services, Early Alert, Tutoring, Outreach efforts, Licensed Vocational Nursing (LVN) Informational Sessions, MCCAP Parent/Student Information Sessions, Scholarship/Financial Aid Workshops, Online Counseling services, and Probation and Dismissal services.
Strategic Objective # 2.2 – North Centers will develop and initiate strategies that increase student retention and success.
The Counseling department participates in the Early Alert monitoring program, probation and dismissal activities, tutoring services, Guidance Studies courses, development of Student Educational Planning, referral to appropriate services, and expansion of counseling services through extended hours and online access to counseling services (FAQ database, online orientation, and Live Help counseling services). We are also in the process of revising the North Centers Student Handbook.
Strategic Objective # 2.3 – North Centers will coordinate and expand co-curricular and student body activities.
The North Center counselors participate in co-curricular activities, including the Alpha Gamma Sigma Honor Society, Spring Extravaganza, Annual Career Day, Aztlan Spanish Club, Teacher Cohort, MCCAP, Honors program, and Transfer/Career. The Counseling department also maintains an open communication with the ASB officers and members.
Strategic Plan Goal # 3 - Promote the awareness, understanding, and appreciation of an
environment that reflects our diversity.
Action Steps
Strategic Objective # 3.1- North Centers will expand the scope of activities and services that will embrace diversity at the course, program, and center levels.
The North Center counselors participate in Holiday Cultural events, Spring Speaker series, Woman’s History events, and activities related to Cinco de Mayo, Black History month, and MAYA Leadership Conference.
Strategic Objective #3.2 – North Centers continue to develop and implement strategies that support the access and success of disabled students.
The North Center counselors continue to support and work collaboratively with the Disabled Student Programs and Services (DSP&S) and Student Support Services (SSS) program counselors and make the necessary student referrals.
Strategic Plan Goal # 4 - Foster global awareness throughout the curriculum, programs, and services.
Action Steps
Strategic Objective # 4.2- North Centers will encourage the involvement of faculty, students, and the community in study abroad and other international education programs.
North Center counselors continue to promote and advertise the international education programs available for our students. We distribute flyers and display posters regarding study abroad information.
Strategic Plan Goal # 5 - Plan and implement strategies for the growth and improvement of our Human, Physical, and Fiscal Resources throughout the North Centers.
Action Steps
Strategic Objective # 5.1-North Centers will develop and initiate a three-year certificated and classified staffing plan for the expansion of the Madera, Clovis, and Oakhurst Centers.
A staffing plan has been developed with input from the Counseling department for the North Centers to provide adequate certificated and classified personnel to meet the needs of the continuing growth of the North Centers.
Strategic Objective # 5.2- North Centers will continue to develop a facilities plan for the Clovis Willow/International site and expansion of the Madera and Oakhurst Centers.
The North Center Counselors are actively involved in the facilities planning for the Clovis Center, Willow/International Center, and the expansion of the Madera and Oakhurst Centers.
Strategic Objective # 5.3-North Centers will seek supplemental funding through grants and district foundation opportunities.
The North Center Counselors participate in the grant writing and grant search process.
Strategic Plan Goal # 6 – Technology Integration: Upgrade and maintain the integration of technology in our instructional, student services, and center operations.
Action Steps
Strategic Objective # 6.2 – North Centers will develop and implement a plan to increase the scope of distance learning/online instruction and related services.
The North Center Counselors have actively participated in the Title V Grant in developing online educational services; including a district-wide online FAQ database, online orientation, online counseling form database, and online Live Help counseling service. In the development of these new programs, we have researched other community college online programs. Additionally, we are working towards offering an Associate degree online and increasing online course offerings.
The North Center counselors also participate in the North Centers Technology Planning Committee.
Strategic Objective # 6.3- North Centers will continue to improve the utility of North Centers' website.
The North Center counselors have participated in the development and implementation of an online questionnaire that students, faculty, and staff were asked to complete. This information will be used to determine how often the website is used, completeness of information, ease of use, etc. An on-line survey is being developed.
Strategic Plan Goal # 7 - Increase the communication and collaboration among our internal
and external stakeholders.
Action Steps
Strategic Objective # 7.1-North Centers will develop methods of improving communications among the faculty, classified professionals, and students.
The North Center Counseling department continues to develop methods of communication to reach more faculty, classified professionals, and students. We have developed an online referrals system (Early Alert), online educational services (counseling, orientation, forms, and FAQ’s); actively participated in committees, the community, and overall counseling department visibility.
The North Center counselors participate in a variety of workshops and conferences relevant to community college counseling; some of which include the annual High School Counselor’s conference, UC, CSU, and private institution transfer conferences, College Night, Career Counseling conferences, and a variety of other high school and community events.
Strategic Objective # 7.2- North Centers will increase marketing, public relations, and outreach efforts.
The North Center Counseling department participates in the Registration to Go program; assessment, orientation, registration and follow up activities. We also work closely with our outreach staff and participate in high school and community outreach activities. We update our program/service brochures as necessary.
Strategic Plan Goal # 8 - Strengthen the relationship among the centers and the entire district organization.
Action Steps
Strategic Objective # 8.1- North Centers will expand the professional growth opportunities of all employees through internal and district-wide efforts.
The North Center counselors provide various workshops/presentations to faculty (both full time and adjunct) during Faculty Day, in class presentations, and at Chancellors cabinet, and Flex Day activities; regarding the following topics: Honors, Teachers Cohort, Early Alert, Forms and Procedures, Matriculation, USDA Fellows Program, and Online Services.
Strategic Objective # 8.2- North Centers will coordinate the North Centers' strategic planning goals and objectives with those of the District.
The North Center counselors participate in the development of strategic planning goals and objectives.
Strategic Plan Goal # 9 – Community Building: Respond to our local community needs in a way that benefits both the college centers and community members.
Action Steps
Strategic Objective # 9.1 – North Centers will expand partnerships with local high schools, businesses, and community-based organizations.
The North Center Counseling department participates in the Registration to Go program; assessment, orientation, registration and follow up activities with our local high schools. We also work closely with our outreach staff and participate in high school and community outreach activities. The North Center counseling departments also offer the 15% High School enrichment program and continue to partner with Madera High and Liberty High with the Madera Center College Advantage Program. Additionally, Madera Center’s LVN program promotes articulation with Madera High School Regional Occupational Program (ROP) and Certified Nursing Assistant (CNA) program through informational workshops. Similar informational workshops have been conducted at nursing homes in Madera and Chowchilla. We are currently in the process of hiring a second full time educational advisor to provide more visibility in the local schools and community.
Strategic Objective # 9.2 – North Centers will increase the participation of students and campus employees in community-based activities and programs.
North Center counselors and students currently participate in community based activities and programs; including Ranchos Kiwanis, Association of Mexican American Educators (AMAE), Spanish Aztlan Club, Fresno Hispanic Scholarship Fund (FHSF), Leadership Clovis, Community College Leadership Program, MAYA Leadership Conference, AGS, Transfer activities, ASB, other student clubs.
Strategic Plan Goal # 10 - Increase the scope of the occupational training and economic
development programs and partnerships throughout the North Centers.
Action Steps
Strategic Objective # 10.1-North Centers will develop new/expand existing plans for education-business partnerships that mutually benefit the centers and local businesses.
The North Center counselors participate in the annual Career Day/Spring Extravaganza and Madera Center MAYA Leadership conference which brings community businesses to campus to connect with students.
We are partnering with local businesses by providing our student with access to the online job board and a job resource binder.
Strategic Objective # 10.2- North Centers will increase marketing efforts for the occupational programs at the respective North Centers campuses.
The North Center counselors work closely with the faculty in the development of marketing our occupational programs; including Child Development, Business, Information Systems, Office Technology, Criminology, and Licensed Vocational Nursing (LVN). We also have counselors assigned to specific programs and we assist in updating our program/service brochures as necessary.
B. General description of program(s) or service(s) that are offered in department or sub-department. Include:
The Reedley College/North Centers counseling program is an integral component of the educational process. The counseling program concerns itself with the personal and emotional well-being of the students which contribute to their social and personal growth and development. Career choices and personal decision making are essential elements of the counseling program.
The counseling center continues to enhance an elaborate program to assist students in the selection of educational and vocational goals. The program is designed to provide each student with specialized services including testing and counseling on personal and educational problems that may affect a student's progress in college. In addition to one-on-one appointments, guidance classes for self-understanding are offered.
The North Centers strive to provide comparable services to what is available on the Reedley College campus. The counseling/advising faculty at the North Centers works closely with the counseling/advising faculty at Reedley College in order to maintain consistency and excellence in service.
1. Current Staffing: See Table A-1, A-2, A-3, A-4, A-5 (2000/2007)
After viewing the above tables, it is evident that there has been a reduction of staff when services and programs continue to increase. In 200_, a director was lost with the duties dispersed to the department chair and dean. In 2002, a counselor was added based on increased enrollment but within one year, another counselor retired and that vacancy was not refilled even though enrollment continued to grow. A counselor that was added for the Title V grant in 2001 was to be added to the staff upon grant completion (2006), but this person resigned and the vacancy was not filled. Another full-time counselor has been in and out of long-term disability over the last six years
The front counter is staffed by one full-time Office Assistant III (under the direction of the Vice-President of Student Services) and seven work study students through our Financial Aid work study program. Student workers are hired according to their school schedules and are limited to the amount of money allocated through financial aid. Most average a maximum of $3000 for the entire year and many will use up their hours in one semester. This creates significant turnover which leads to constant retraining and inconsistency in services.
2. Facilities Overview: Each full-time counselor is assigned an office in the Student Services building however there are no remaining offices should the two counselor vacancies be filled. Part-time counselors rotate according to available space with one open cubicle assigned for that purpose.
3. Equipment Requirements (including ongoing maintenance requirements and costs):
It is necessary to update and maintain all computers and software programs at all counseling stations and the front counter “work study” student computers. The Counseling office has seven “work study” positions to assist students with the necessary paperwork to see a counselor on a walk-in basis or schedule an appointment.
4. Supply Requirements: In order to meet the needs of students, there are supplies that are necessary to support all counseling services and programs. Marketing materials, brochures, student orientation handbooks, and other promotional supplies are needed.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
|Table C |
|Department |Student Learning Outcomes |Assessment Strategy |
|Counseling Center |1. Develop and follow Student Educational Plan (SEP) to attain his/her |1. # of students with “SEP” thru XCSM data |
| |educational goal. |2. compare to unduplicated enrollment |
|Fifteen Percent : RC/NC-MCCAP |1. Identify the demands of college level courses and make educational |1. # of students completing courses successfully |
| |decisions based on their exposure to higher education. | |
|On-Line Counseling |1. Able to use available online FAQ resources |# of students utilizing online FAQ & Live Help |
| |2. Navigate the Live Help online counseling program |Review web-based student satisfaction rating/evaluation |
| | |system |
|Transfer Center |1. Demonstrate the ability to make informed decisions when selecting a |1. # of students declaring a transfer related major and |
| |transfer program, academic major & transfer university. |transferring to another institution |
|Career Services |1. Demonstrate the ability to identify at least one occupation that |1. # of students using career assessment sites; TypeFocus |
| |matches their personal factors (values, interests, and personality) and|and/ Eureka |
| |obtain the description, educational requirements, and salary for the |2. # of students enrolling in GS 34 classes |
| |occupation. | |
|Reentry Services |* see reentry qualitative summary |1. Comprehensive Counseling Survey (CCS) including reentry |
| | |related questions |
|Employment Services |1. Demonstrate how to access job website and obtain the a job referral |1. # of students using Tiger Business Connection website |
| |for possible employment | |
|Assessment |1. Understand the meaning of their individual test results, and use the|1. Counseling report, diagnostic report, test results, XCSM, |
| |system to challenge results. |TSUM |
|Orientation |1. List the basics of the college catalog; class schedule; counseling |1. CCS including orientation related questions |
| |services; associate degree, certificate, & transfer requirements; | |
| |assessment scores | |
|Registration To Go |1. Explain the community college matriculation process (application, |1. # of students participating in RTG |
| |placement, orientation, counseling/advising, registration, student |2. RTG student evaluation results |
| |educational plans, follow up) | |
|Honors Counseling |1. Formulate, explain, and follow Student Education Plan (SEP) to |1. # of honor students with “SEP” thru XCSM |
| |attain his/her educational goal. |2. # of students who attain their educational goal. |
|Early Alert |1. Identify barriers to academic success and, with counselor |1. # of students with “EAC” thru XCSM |
| |assistance, develop strategies to address the issues | |
|Student Athlete Retention |1. Formulate, explain, and follow Student Educational Plan for meeting |1. # of students meeting academic eligibility at Reedley |
|Program |academic and/or athletic eligibility requirements for the COA, NCAA, |College |
| |NAIA institutions |2. # of students transferring to another institution to |
| | |compete |
|Probation Services |1. Define probation, explain the consequences of probation and list the|1. pre-and post- quiz for students attending probation |
| |steps needed to clear probation status |workshops |
D. List future trends unique to your area that are likely to influence your discipline. How will
students be affected by these trends?
Reedley College and North Centers continue to have a high percentage of students coming to college who are still unsure of their educational or career goals. With little money or staffing in the area of careers offered at the high schools, students do not get the exposure required to begin to make some of those life decisions. Most students enrolling-percent at Reedley College and North Center campuses are under-prepared (scoring below the English 125-126 level and Math 101 level) and struggle with being successful in college level course work. Counselors see these students through retention services but no longer through the First Year Experience and Summer EDGE programs due to funding issues. Without these preparatory programs, students will require more individualized help. We will be adding students who cannot pass the CAHSEE so will not have their diploma. The increase of graduation requirements to English 1A and Math 103 will definitely present a challenge, if not obstacle, to many of our students, adding more numbers to those requiring retention services, counseling and referral. We have many first time and first generation students who do not experience immediate success in the classroom and either drop out of college and/or placed on academic/progress probation. We need to be providing more outreach to these students not less.
As we continue to see these student trends, we strive to identify and assist students in being successful during the first steps of our matriculation process. Our outreach efforts consist of making students aware of counseling services and programs through our marketing efforts. We continue to inform students about our counseling services. These services and programs help promote student success by coordinating quality services and programs that are focused on student’s needs.
The services and programs are designed to provide each student with individualized assistance in assessing his/her interests and abilities, and developing strategies to resolve personal issues in order to make the necessary adjustments to college life. The purpose of the available services and programs are to streamline the process by which students choose the appropriate courses and programs in order to earn a degree or certificate, transfer to a four year university, and/or complete a vocational program.
The Willow-International Center will open in the Fall of 2007 which will most likely influence the North Centers programmatically and in staffing but that will be determined as enrollment trends and other factors are observed.
E. Describe how technology may be used to enhance teaching/learning and/or to provide
services to students.
Currently computers with Internet access are available to part time and full time counselors. The following technology is currently used: MS Outlook, website registration, Web-Advisor (transcripts, progress), Datatel, ASSIST, Hershey, Blackboard, College Source, Accuplacer, TypeFocus, Sigi3, Eureka, and other interactive technologies.
Throughout the District, counseling programs are constantly adding and/or upgrading technological capabilities. Information regarding transfer of units to other schools and even between the local campuses and centers is electronically available to all. Counseling and advising by interactive audio and video provide more services for students. An online district counseling program has been developed and includes Frequently Asked Question database and a live communication counseling system. Additionally, the use of on-line orientation, on-line coursework, on-line application, and our existing touch tone registration system all contribute to enhancing services to students. Training of staff in the effective use of new technology is critical and will be an ongoing need and challenge.
Furthermore, Reedley College has a structured system of academic advisement that is available to all students and is activated during the registration process. Registration-To-Go (RTG) and Workforce Connection counseling have extended advisement, orientation, and assessment beyond the college to feeder high schools and the community.
F. Describe the certificated and classified staffing requirements for the future. This statement
should include the need to retrain or add staff or for replacing anticipated retirements
Counseling and many instructional departments understand the importance of providing quality services to all students. Unfortunately, a gap exists between the college goals and actual services provided. Currently we have a 4 year old retirement vacancy that has yet to be filled and another vacancy due to counselor resignation. The vacancies of two full-time counselors and the overall enrollment growth of the college has become a challenge in providing counseling services for students attending Reedley College.
As a result, the counseling department has 7 full-time counselors that are expected to provide services for an average of 4100 students per semester (average number excludes categorical programs; EOPS, DSPS, and CalWORKS). The statewide academic senate recommends 330 students to one counselor whereas at RC the ratio is 512 students per counselor, with each full-time counselor responsible for other assignments that target student success (see Table A-3). Although enrollments at Reedley College have decreased by 4% since the spring 2003, there has been an increase in the types of services offered by the counseling department for retention purposes; e.g. online counseling, employment services, TOP, 1st Year Experience, GS courses, SARP, and Early Alert. There has been a steady increase in the use of our services as outlined in the individual programs. We have supplemented our counseling department with adjunct counselors to assist in providing counseling services however the depth and breadth of adjunct services are limited. (see Table A-2)
Successful programs are the result, at least in part, of well-trained and innovative staff. Staff development must be viewed by all concerned as a vital, continual component in accomplishing the various goals and objectives of the counseling program. It will be impossible for counselors and advisors to provide adequate services without ongoing training and continual informational, technical, and skill upgrading.
Both Reedley and North Centers are currently updating a “Mentor System” within our counseling department at the main campus in Reedley. Through this program, a full-time counselor is responsible for conducting two meetings per semester with an assigned part-time counselor to review academic issues and training on recent changes in counseling. Also, the counseling department provides on-going training for the adjunct counselors.
Also, the Associate Dean of Student Services for the North Centers has coordinated counselor training for all full and adjunct counselors on a monthly basis. These sessions incorporate guest speakers from outside institutions and district personnel to provide updated information on counseling issues.
In order to stay abreast of current educational and counseling trends, continued membership in professional organizations and attendance of counseling conferences is encouraged.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
The Counseling Department is not an instructional program that can be measured in the context of student achievement. However, the counseling department is considering developing a model to measure student persistence and success by tracking students from census date, to midterm, to end of term and 1st term to 2nd term to eventual program completion. Recommendations from the Noel-Levitz group support the need to set up a tracking system to monitor degree and/or program completers who participate in the matriculation process from beginning to end. Currently all new students complete the orientation process which includes assessment, along with participating in counseling, advising, registration, and in the development of a first-semester education plan. However, there needs to be a “consistent method” in identifying and tracking student goals (transfer to a four-year university, AS/AA degree, vocational and/ or certificate programs) to provide accurate data for those program completers who utilized counseling services. A plan exists to develop a comprehensive Counseling Service Survey which will help us not only evaluate our current program but identify areas for development.
Our current Datatel system tracks information on student contacts that utilize and/or participate in various counseling services. In so much that the counseling department provides students with numerous counseling services that can contribute to student success, the success and quality of each service consists of various outcomes for each individual program. In the following program review document, data on the various counseling programs is provided and should give insight into the success of each service (RTG, Honors, Early Alert etc…).
H. Provide any other information to describe, explain, justify, or clarify program/department-tal changes or needs over the next five years.
We are currently working on establishing a baseline from our counseling contact code types through Datatel. Presently, the IR department has found our counseling data to be inaccurate due to Datatel coding issues. As of the Spring 2006 semester, the necessary changes to our Datatel counseling coding process have been made and now can produce a baseline through counseling contacts. Our plan is to continually check our coding results at the end of each semester for accuracy. Also, the District Vice-President of Admissions/Records and counseling representatives are working on Datatel documentation for MIS reporting purposes. As a result,
the institutional researcher has created a separate database for retrieving current information for this program review. Additionally, some programs and services have compiled their own data from evaluations.
I. Provide any other information to describe, explain, justify, or clarify program/department-tal changes or needs over the next five years.
We are currently working on establishing a baseline from our Counseling Contact Code Types through Datatel. Presently, the IR department has found our counseling data to be inaccurate due to Datatel coding issues. As of the Spring 2006 semester, the necessary changes to our Datatel counseling coding process have been made and now can produce a baseline through counseling contacts. Our plan is to continually check our Datatel Contact Type Codes at the end of each semester for accuracy. Also, the District Vice-President of Admissions/Records and counseling representatives are working on Datatel documentation for MIS reporting purposes. As a result,
the institutional researcher has created a separate database for retrieving current information for this program review.
Honors Counseling
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives and Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-department.
The Reedley College and North Centers Honors Programs were created for students with demonstrated exceptional academic achievement. These programs are designed to challenge these students with a more rigorous transfer curriculum and colloquium. Students who are selected into the Honors Programs receive specialized counseling, priority registration, and scholarships. The Reedley College program can accommodate 50 students. The North Centers program can accommodate 30 students.
1. Current Staffing: At the North Centers, a specific counselor is assigned to provide counseling services to students, coordination of the Honors program, admission and orientation, course planning, maintenance of records and monitoring progress. Reedley College has a specific counselor assigned for counseling services but a faculty member is assigned to coordination.
2. Facilities Overview: The Honors Program utilizes the available facilities.
3. Equipment Requirements: No additional equipment requirements are necessary.
4. Supply Requirements: The Honors program requires some monies for postage and marketing. The scholarship is funded through SCCCD Foundation.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
Please refer to Table C; Student Learning Outcomes: General Counseling and Transfer Center.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
In the past, students with exceptional academic ability did not attend community college but went directly to four year institutions. With tuition costs continually increasing, these students and their parents are looking for ways to reduce the financial impact yet maintain access to the same quality educational opportunities. The Reedley College and North Centers Honors programs may see an increase in the number of qualified students applying for admission into the program for students through the transfer process. National and statewide enrollment patterns may also affect the number of students seeking admission into these programs.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students.
Both Reedley College and the North Centers Honors Programs’ students will have access to the same teaching and learning technology that is available to all students.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
As the programs grow at Reedley College and the North Centers, staffing needs will need to be regularly reviewed.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Both the Reedley College and the North Centers will utilize the Student Learning Outcomes from Table C.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
Future needs will depend on tuition costs, fees and enrollment patterns at both the community college and university level. See F above.
Fifteen Percent: RC/NC
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department.
The Fifteen Percent high school enrichment program is designed to provide enrichment opportunities for high school students who are capable of profiting from instruction in community college courses. Courses taken by such students are those not normally offered or available in the school where the student attends. The number of participating high schools has increased over the past five years. Students may enroll in classes that are held at Reedley College, the North Centers, or other off site locations. Classes are also offered on several high school campuses during the day providing more opportunities for high school students to participate in this program.
1. Current Staffing: There is currently a full time counselor assigned per campus/center to work with high school students participating in the Fifteen Percent high school enrichment program.
2. Facilities Overview: The facilities and equipment currently being used for counseling and advising also meets the needs of the Fifteen Percent program.
3. Equipment Requirements: See above.
4. Supply Requirements: Reedley College currently has a brochure printing cost incurred by the Fifteen Percent program. At this time, the North Centers do not have a brochure.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
Current and projected growth within high school districts throughout the valley, will impact the number of students seeking to participate in the program.
Partnerships between the SCCCD Willow International Center and Clovis Unified School
District’s new neighboring educational complex is being developed. This partnership should increase the number enrolled in the Fifteen Percent program due to the ease of student participation and coordinated availability.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
The use of computers and internet for online courses will become a more frequent choice for enrollment by the 15% students. This will reflect in an increased use of online student services; including orientation, counseling, tutorial, and assessments.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
To best serve the 15% students, there should be a minimum of one full time counselor at each site assigned to coordinate the program with the high school counselors, market the program at all campus sites, meet with the students, and process the paperwork accompanied with student enrollment and program development.
G. List the best ways to measure quality and success of your program.
The best way to measure quality and success in the program currently is through Datatel. Student enrollment and successful completion queries can be pulled from Datatel’s databank. It is a reasonable consideration for a survey to be developed and completed by students who have participated in the program.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
As cross enrollment increases between colleges within the district, there should be an effort to develop a district enrollment process and form for the high school enrichment (15%) students.
I. Additional information/questions
The intent of the high school enrichment program is to provide students with an opportunity to advance their knowledge and heighten their educational experience. It is important to reinforce the fact that this program is not intended for students attempting to remediate. Remedial coursework is defined as courses that are non degree applicable.
Fifteen Percent: MCCAP
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department.
The Madera Center College Advantage Program (MCCAP) began in the Fall of 2001. Prior to beginning the MCCAP program, high school counselors and seniors from Madera High School – Madera Unified School District were invited to the Madera Center College campus to assist college staff and counselors in developing a program that would best meet the needs of high school seniors interested in attending college. Focus groups held with the high school seniors assisted in developing the name of the program, career interest areas, course offerings, and timing during the high school schedule. It was with the information acquired from these focus groups that the MCCAP program was designed and implemented.
The MCCAP program, now in its sixth year, has had 291 students participate averaging 47.6 students per year since the program began. During that time the program expanded to include Liberty High School of the Golden Valley Unified School District (also in Madera County and a feeder high school). The MCCAP program has helped with the transition from high school to a successful college experience. Superintendents for the respective school districts have given praise to the students and the success of this program at yearly presentations to their respective Boards of Trustees (Madera Unified School District and Golden Valley Unified School District). Also, these administrators indicated their willingness to support the continuation and expansion of the MCCAP program. Surveys conducted with former MCCAP students have provided very positive feedback indicating that their experience “took away fears” about attending college and “increased self confidence”
1. Current Staffing: Presently a full time counselor is assigned to coordinate the MCCAP program; an educational advisor also works with the MCCAP students on the respective high school campuses as a part of their regular visit/student contacts.
2. Facilities Overview: The MCCAP program utilizes the college facilities.
3. Equipment Requirements: The MCCAP program does not have any special equipment needs or costs.
4. Supply Requirements: The MCCAP program has provided lunch for the MCCAP students during the fall and spring student orientation workshops funded by lottery monies.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
The MCCAP program has several components that assist the students with matriculation, class selection, orientation to college, and student educational planning. These components help to prepare the MCCAP students so they will have a successful and positive “first time college experience”, and a positive start to achieving their educational goals.
The MCCAP program completed a statistical analysis after the program had been in place for four semesters.
The MCCAP program has facilitated student success in several ways:
• MCCAP students have a retention rate of 97% versus the “average community college retention rate of 65% * statistics from Fall 2002
• MCCAP students had an average GPA of 2.45 compared to an average GPA of 2.42 for the “regular community college”.* statistics from Fall 2002
• The MCCAP program has helped to ease the transition from high school to college. In student surveys conducted with the 2001 and 2002 MCCAP cohorts, samples of student’s responses indicate this.
• The MCCAP program will continue to do ongoing evaluation related to student achievement, and outcomes which will include statistical analysis, focus groups and student evaluations.
D. List future trends unique to your area that are likely to influence your discipline. How
will students be affected by these trends?
Future enrollment patterns depend on high school student participation from both Madera Unified School District and Golden Valley Unified School District; the MCCAP program has experienced a 5 to 10 % increase each year.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
Technology will be utilized for the MCCAP program/classes as they are part for the entire student population.
F. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
SCCCD Madera Center has designated a full time counselor to coordinate and “monitor” the MCCAP program as part of his regular duties. Both MUSD and GVUSD have also designated coordination and “monitoring” of the MCCAP program to a specific counselor(s) as a part of their regular duties including using Datatel, Early Alert, and Progress Reporting.
Future needs for staffing could be affected if the MCCAP program experienced a large increase in enrollment.
G. List the best ways to measure quality and success of your program.
See C above.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
The MCCAP advisory committee meets monthly, monitoring the status and making adjustments based on projected enrollment and staffing needs on both a semester and yearly basis. They address staffing needs, instructor/department involvement, and related student services activities.
The goals of the MCCAP program are to: have MCCAP students attend college classes with the general student population; provide regular progress report monitoring through the use of the high school progress report system; provide an opportunity for students to earn dual credit for both high school and college; allow students to attend both high school and college classes on a daily basis, and give students the opportunity to be involved with activities at their high school while earning college credit. Expansion of the number of MCCAP students will impact needs, possibly adding staff to assist with the MCCAP program.
See IR data related to MCCAP program
Veterans Counseling
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-department.
Students who are active or have been discharged from the military are entitled to supplemental support from the government while obtaining their education goals. The amount of support is based upon the contributions to an educational reserve fund established through the military. Students are given ten years to access these funds. Veteran’s Services coordinates the paperwork between the student and Veteran’s Affairs. A trained, Reedley College counselor completes a veteran student educational plan that must follow essential guidelines.
1. Current Staffing: Reedley College has one (1) full-time counselor with training to work with VA students. The North Centers have identified one (1) full time counselor who will need additional training. The VA counselor ensures that the students are receiving counseling and advising services, as well as assistance with accurately completed VA Student Education Plans and other documentation that are required by the VA to receive VA funding and achieve program completion.
2. Facilities Overview: No special facilities are designated for VA Counseling. Counseling sessions with VA students take place in the counseling office with available resources.
3. Equipment Requirements: Equipment requirements include ongoing maintenance requirements and costs: Equipment and supplies are shared with the Counseling department and are minimal.
4. Supply Requirements: The only supplies required are documents and forms required to maintain VA student files.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
With data currently available from Datatel, Reedley College and the North Centers are able to identify VA students’ certifications and degree completions. This program is able to identify each student’s program of study and monitor completion by degree or certificate obtained.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
The number of students recently or expected to be discharged from military service will continue to increase with the current accelerated recruitment of military personnel, hence the growing need to provide educational services for veteran students. The projected increase will lead to the need for additional counselors trained to serve these students.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students.
Technology will facilitate the VA student’s access to online courses, services and VA counseling in order to begin, continue, and/or complete their educational goals.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements.
To ensure compliance and access for students to VA services, Reedley College and the North Centers will need to provide training to current and new counselors at each site as the program grows.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
With the data that is currently available from Datatel, Reedley College and the North Centers are able to obtain information on certificate and degree completion.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
Reedley College and the North Centers will need to allocate more counseling time and training to counselors assisting VA students due to the expected increase in number of veterans seeking services.
Online Counseling
A. Describe how your program supports the College Mission, Philosophy and Strategic
Plan.
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department.
The new online counseling program can be accessed by students through the district’s Blackboard website. There are two main services available: a district-wide frequently asked question (FAQ) database and a district-wide Live Help online counseling interface.
The purpose of the FAQ Database is to provide students with a database of questions with district-wide responses and an opportunity to ask additional questions. The FAQ Database is available 24 hours a day, 7 days a week. The online counselors will respond to each question within 48 hours Monday through Friday. The intent of the FAQ database is to provide general academic advising. If the question requires immediate attention, it is recommended that students meet with a counselor in person or utilize our Live Help online counseling component during the designated hours.
The Live Help program provides students with an opportunity to communicate with a SCCCD counselor. The online counseling session is live and is a recorded session. The purpose of the Live Help program is to provide SCCCD students with an additional option to work with a counselor for academic advising purposes only. At this time, the Live Help program is available for a limited number of hours per week and is available for current SCCCD students only. You must log in to access the Live Help program. The login requires your student identification number. The online counselors can assist all SCCCD students regardless of their main location. The SCCCD Online Counseling hours for Live Help are posted on Blackboard.
1. Current Staffing: Currently, Reedley College and the North Centers have assigned two full time counselors each to manage the Title V Grant online counseling services. On average, both Reedley College and the North Centers respond ten to fifteen student online questions per week. With the new online counseling program through the Title V Cooperative Grant, both Reedley College and the North Centers dedicate ten hours each week to online counseling services. One of the North Center’s full time counselors dedicated the Fall 2006 semester through a sabbatical leave to the development on online counseling.
2. Facilities Overview: At this time, we are utilizing current counseling offices to provide online counseling. Online counseling services can be conducted anywhere with an internet connection; which could ultimately save office space.
3. Equipment Requirements: Counselors utilize desktop computers assigned for the performance of their day to day job responsibilities. Computers are maintained by campus computer technicians. There are no additional costs, supplies, or maintenance for the current online counseling program.
4. Supply Requirements: Supply requirements are minimal at this time, however, as we continue to develop the online counseling program, a dedicated FAX machine, and additional scanning equipment and laptops for all online counselors will become essential.
C. Describe how program/certificate/degree student learning outcomes are/will be
identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
While today’s students discover the value of higher education and the need to compete for jobs in this era of globalization; their lives are generally affected by the demands of attending college along with balancing it with work, family, and other personal obligations. Many of these students are seeking an education that fits their needs and their schedules versus having to adapt to Reedley College/North Center course schedules and what we believe students may need. A single approach to administering counseling services is becoming less viable or appropriate for these students. Providing alternative counseling services to non-traditional students; e.g. students taking online courses, evening students, and out of state students, should increase student access and success. Through the utilization of new technology we can integrate new online methods of providing counseling services. Some new technological options would include using Tegrity to provide interactive online orientations, and developing student educational plans using WebAdvisor’s “E-Advising” program.
E. Describe how technology may be used to enhance teaching/learning and/or to provide
services to students
Through the use of computers, internet services, specialized software (i.e. Tegrity, Absolute Live Help and Absolute FAQ Manager) students can access counseling services at any time from any location. Reedley College and the North Centers, in collaboration with Fresno City College, have developed a district-wide online counseling program which provides students with a Frequently Asked Questions (FAQ) database and a virtual live communication counseling environment whereby students will speak live with a counselor over the Internet.
We have also developed a district-wide online orientation and are in the process of developing a district-wide online probation workshop. These are described in more detail in other sections of this program review document.
F. Describe the certificated and classified staffing requirements for the future. This
statement should include the need to retrain or add staff or for replacing anticipated retirements.
Online Counseling is a district-wide collaborative that will require extensive training for all counselors. Cross-enrollments at each campus site will require a wide breadth and knowledge of all campus sites. Research has shown that student inquiries are made in the afternoon into the late evening hours (3:00pm to 12:00am) which indicates a need for extending counseling hours into the late evening, possibly opening the option of working off campus. The latter would increase on campus office space availability for additional student contacts. With increased demand for counseling services, there will be a need for one full-time online counselor at Reedley College and one full-time online counselor at the North Centers to manage and direct the online counseling program. There will be a need for both Reedley College and the North Centers to have additional admissions and records assistance to assist in the removal of registration holds after the completion of the online orientation and the online probation workshop.
G. List the best ways to measure quality and success of your program. If a student or
staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Both the Live Help and the FAQ database have an internal evaluation/rating system to measure and track student satisfaction with each online contact. The FAQ database has a pop up survey that appears after students submit their questions. The Live Help program also has a student satisfaction survey with the opportunity to provide comments at the end of each session. The survey measures satisfaction levels using a Lichert scale from 1-5 with five being “excellent”. These assessment tools will allow the Counseling Departments at each campus to evaluate the effectiveness of online counseling services and implement “real time” changes as needed.
H. Provide any other information to describe, explain, justify, or clarify program/depart-mental changes or needs over the next five years.
The current district-wide Title V cooperative grant has allowed the SCCCD to work together in the development of a comprehensive online counseling program. Our team has developed an Online Counseling Program; which includes the FAQ database, the Live Help online counseling program, a database of district-wide commonly used counseling forms and links, and online orientation. We are continuing to develop an online student educational planning (E-Advising) program, an online probation workshop, and other online student services.
I. Additional information/questions
The development of district online educational counseling services provides an opportunity to reach more students through an “accessible, innovative, multifaceted and comprehensive system” of educational support services.
Transfer Center
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan.
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives and Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub- department.
The Transfer Centers at Reedley College and the North Centers provide comprehensive transfer service to students who will transfer to in-state or out-of-state colleges and universities. The Reedley College main campus Transfer Center has been in operation for many years; the North Center Transfer Center opened for services in July 2006. Services and resources provided include:
• An extensive library of current college/university catalogs.
• Online access to college information including articulation.
• CSU, UC, and private university representatives available to meet with students regarding transfer.
• College Source website access to assist students with researching both out of state and in state colleges/universities (for use when the Transfer Center has no current catalogs).
• Field trips to California colleges and universities.
• An annual Transfer Day (where college representatives come to the Reedley College main campus during the fall to meet with students.)
• A compact disc library of recruiting materials from colleges/universities.
• Guaranteed Transfer Admission Agreements with UC Davis, UC Irvine, UC Merced, UC Riverside, UC Santa Barbara, and UC Santa Cruz.
• Cross enrollment opportunities with CSU Fresno and Fresno Pacific University.
• Transfer Olympic Program, an incentive based transfer program, at the main campus (previously developed and funded through a Title V grant; institutionalized October 1, 2006).
• Clovis Center/Teachers Cohort Program
o The teacher’s cohort program is designed to prepare students to transfer to California State University Fresno in two years into the liberal studies blended major. As a part of the program students transfer to CSUF and obtain an AA degree in General Studies within two years. Students receive assistance with their CSU online application.
1. Current Staffing: The Reedley College Transfer Center is coordinated by a full time counselor at 20% assignment of time (7 hours weekly); the North Centers’ Transfer Center is coordinated by a full time counselor on a minimal basis (no specified hours). The Reedley College main campus Transfer Center is staffed by a full time Office Assistant III and has had work study and student assistant help which has varied from one semester to the next. At this time (Spring 2007) a volunteer student is assisting for 15 hours weekly. Transfer advising is provided by all full time counselors as well as adjunct counselors.
The North Centers’ Transfer Center does not have any classified or student assistance at this time. Transfer advising is provided by all full time counselors as well as adjunct counselors.
All counselors are trained in transfer services
2. Facilities Overview: Both Reedley College and North Centers’ Transfer Centers are located within the Counseling Department areas and share space with other services (career services and counseling).
3. Equipment Requirements: The Reedley College Transfer Center has five new computers for student use (purchased fall 2006 by Title V grant money) shared with Career Services; the North Center Transfer Center has two computers. A copy machine is shared at both locations with the other service in the area. There is one student printer at each location. The Reedley College Transfer Center Office Assistant III has a standard printer and color printer (which is shared with the Counseling Department counselors).
4. Supply Requirements: A supply budget of $1500.00 is provided for the Reedley College main campus Transfer Center and shared with articulation services. Promotional materials are generally provided by the CSU, UC, and private college/university campuses. Supplies purchased include standard office items such as manila envelopes, post its, staples, ink for printers, and colored paper.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
D. List future trends unique to your area that is likely to influence your discipline. How will students be affected by these trends?
Trends unique to the Transfer Centers which may impact students include:
• Lower division transfer patterns (a new program created as a result of legislation and the CSU Academic Senate’s response to the legislation that guarantees a student admission to a specified CSU in a specified major).
• Pending legislation or changing legislation
• Enrollment opportunities provided by CSU, UC, and private colleges/universities (based on growth requirement, MOU’s, space availability, and impacted program/campus status).
• College/university “center” establishments (which can create greater access for students).
• Changes in transfer admission requirements such as lower division admission, upper division admission, GE completion, and major preparation completion.
• Dual admission programs (which could provide admission to students at California community colleges (CCC) and CSU/UC college/university simultaneously to encourage students to attend CCC first).
• Fee changes (increases in college/university fees may impact negatively students planning to transfer).
• Early assessment programs (which could encourage student toward applying and attending university or CCC first, depending on assessment results).
• Common UC transfer guarantee (which would make guarantees easier to understand and follow for students).
• Financial aid/grant/scholarships opportunity changes (greater access to money may assist students in transferring/increase focus on education/decrease focus on work).
• On-line opportunities (providing for greater access for students whose work schedule or location creates barriers to their education).
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students.
Technology has impacted the Transfer Centers’ function. With the online transfer counseling (funded by Title V Co-op grant), basic transfer information will be provided to students who are unable to see a counselor in person. Online courses at the CCC and the CSU/UC/privates have provided opportunities for students to complete transfer courses that they have been unable to complete otherwise as well as complete bachelor’s degree requirements without (or with limited) attendance in person at the college/university. Improvements in technology-based transfer information access (, csumentor.edu, Reedley College’s Transfer Center web page, californiacolleges.edu, and universityofcalifornia.edu) have provided counselors and students the opportunity to access greater detailed and accurate information about college/universities, majors, and transfer requirements. Finally, workshops provided in computer labs have assisted students with learning how to use computer-based, transfer-related resources as well as accurately complete CSU and UC applications for admission. Access to technology-based resources has been (and continues to be) essential to the transfer function of the Counseling Department.
F. Describe the certificated and classified staffing requirement for the future. This statement should include the need to retrain or add or for replacing anticipated retirements.
At this time there are no expected changes to staffing at either the Reedley College Transfer Center or North Center Transfer Center. However, if there is an increase in the number of students interested in pursuing transfer goals, there may be a need to increase the Transfer Center’s assigned coordination time as well as time dedicated to direct transfer services to students such as application workshops.
Furthermore, if new projects or expansion of existing services is desired, additional time for the Transfer Center Coordinator to accomplish these projects and services will certainly be necessary.
The new Willow and International Center will have a designated Transfer Center. The North Centers’ staffing plan for the next four years includes the hiring of an Office Assistant III for the Transfer Center at Willow and International which will allow the Transfer Center to be open on a daily basis.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
See below
H. Provide any other information to describe, explain, justify, or clarify program/department-tal changes or needs over the next five years.
Transfer Centers are required by the CCC Chancellor’s Office to submit an annual report of services provided based on Title V requirements. Additionally, the Chancellor’s office is now requiring reporting (as a result of AB1417) of student success achievements including transfer-preparedness. In the past PFE data collected included a transfer-related component. Although PFE was ended, this same data was collected through spring 2006 for the Title V grant TOP reporting. The number of “transfer” students has increased each year. Recently our Board has become more interested in transfer and likely there will be increasing tracking of actual transfer (by using Clearinghouse Data) numbers. How this impacts the Transfer Center has yet to be defined although one immediate impact was the re-funding of Transfer Center field trips (four scheduled this year- two overnight and two day trips- as opposed to the last couple of years’ one day field trips or single overnight trip for the entire year).
Career Services
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department. Include:
Reedley College
Reedley College Career Services provides a broad spectrum of resources to Reedley College students, faculty and staff. Exploration, evaluation, and decision making regarding careers and, in turn, identifying educational programs or training that facilitate selected careers can be achieved through use of Career Services. Career Services include: 1) a library of books and other written materials on career-related topics; 2) computer based programs (Eureka, TypeFocus, Keirsey Bates, and SIGI3) which assist in individual assessment of values, skills, personality, and interests; 3) pencil and paper self- evaluations to assist in career exploration and planning; 4) career awareness courses; 5) career guidance counseling; 6) career-related workshops; and 7) career newsletters posted on the web and available all over campus in hard copy form. In development are college subject focused career sheets for faculty to distribute to students interested in their subject matter.
The career library has been relocated to two shelves in the Transfer Center. Its resources are available for use from 8:00 a.m. to 5:00 p.m. Monday through Friday. The library contains information and resources for students exploring career possibilities, college majors, job seeking strategies, and/or occupational planning. Two SCCCD Foundation mini-grants have enhanced the book and video collection and provided Spanish language assessments. There are six computers available for career and transfer student use with internet hookup and instructions for computer-based assessment use. Because of a lack of space, the department is unable to provide students a space to sit and peruse materials or to expand the library.
1. Current Staffing: One part time student aide helps organize and produce career materials and career fair responsibilities, while a counselor is appointed to coordinate services within a weekly four hour release time period. The Career Services coordinator plans the annual career fair component of Kaleidoscope held in March or April, organizes and conducts career assessment workshops, and creates the Career Examiner newsletter. All counselors are qualified to provide career guidance.
2. Facilities Overview: One part time student aide works at a designated desk for employment services and career services. Career books are kept on the Transfer Center bookcase.
3. Equipment Requirements: Through instructional equipment funds a DVD changer and screen have been purchased for Spring 2007. This will continually play DVD’s about careers, transfer, and other related DVD’s in the counseling reception area. A computer and printer are the only other equipment designated for Career Services. Maintenance and repair of six student computers used by Career Services and the Transfer Center is required.
4. Supply Requirements: Materials and supplies are dependent on different sources of funding. Recent additions to the library have been provided by funding through SCCCD Foundation Mini-Grants. Funds for contracting with two assessment software providers are directly out of the Student Services budget. A recently added internet assessment contract was purchased for a one year period through the Office of Instruction.
North Centers
The Madera Center hosts an annual Spring Extravaganza event. Part of Spring Extravaganza is a career fair. Local organizations attend the event and provide information about careers offered at their organizations. During the Spring 2007 semester “Team Transfer” was established at the North Centers. Team transfer is a mentor program for students. Faculty who are willing to serve as mentors will serve as liaisons to their major or alma mater. Counselors refer students to the appropriate instructor/staff to obtain more information about their major and career opportunities within the major.
1. Current Staffing: Career Services is part of a full-time counselor’s assignment. Also, one part time counselor is assigned to this area.
2. Facilities Overview: Currently, the career center at each site is housed in the counseling office. This includes a bookshelf providing limited career documents. Also, computer career search programs (Eureka & TypeFocus) are available for student use in the library at Clovis and Madera.
3. Equipment Requirements: Similar to Reedley College, the career related equipment consists of computers and a printer. The computer mini lab at the Madera Center is shared with financial aid.
4. Supply Requirements: Minimal office supplies are used.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
The learning outcome for career services is: Students will demonstrate an ability to identify at least one occupation that matches their personal factors (values, interests and personality) and obtain the description, educational requirements and salary for the occupation.
Student achievement of this learning outcome can be measured by: Number of students completing a career assessment (Eureka, SIGI 3, Type Focus, Campbell Interests and Skills Survey.) which results in acceptable occupations. This is currently monitored through the Guidance Studies 34 – Career Awareness courses where students take career assessments as part of the course requirements and the administrative capability to obtain data from Eureka and TypeFocus.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
With the minimizing of career/vocational services in high schools, many entering freshman are undecided about career choice and academic major. These students need access to up-to-date information concerning occupations, job trends, salary information and job preparation to appropriately plan for a career. They also need materials and exposure through creative, innovative methodology that will attract their attention.
The trend in most community college career centers is to have a “high tech” computer lab. See “Quantitative” section for data.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
Reedley College
Computer-based technologies are already being used. The computer based assessments include Eureka, Sigi 3, Type Focus, and the Meyer-Briggs through Internet access.
Many of the GS 34 class sections are assigned to computer lab classrooms to facilitate the use of computer based assessments. Also video equipment for use of PowerPoint in GS 34 classes is available for instructors.
There is a PowerPoint presentation introducing Career Services shown at the Reedley College Student Orientation and available on the Reedley College website.
North Centers
Most of the above technologies are also available at the North Centers.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
Reedley College
Currently, one part-time student assistant is assigned to Career Services. This does not allow for a “Career Center” where a full-time career counselor or technician is available during work hours to assist students with career assessment and development. Further, there are no protections against lost, stolen or misplaced materials; a few books have already disappeared. In order to have a true center where students are welcomed, assisted, and counseled regarding careers, a full-time counselor needs to be the first step. Eventually, an addition of a career technician who could handle the management of the library, computer assessment administration, and other more simple tasks would allow more one-on-one professional career counseling time for the students.
North Centers
One full time counselor has been hired to establish the “Career/Transfer Center.” The center is not open to students on a regular basis. One full time counselor meets with students by appointments on Tuesdays for career exploration. Willow and International will have a designated Career/Transfer center. There is projection of hiring an Office Assistant III at Willow and International. This will enable the center to be open on a daily basis during work hours. Due to lack of space and staffing we currently suffer the same problems as Reedley College.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Reedley College/North Centers
A measure of success in promoting the importance of career exploration has been the GS 34 enrollment trends which increased dramatically a year ago. Another measure has only been recently added and will produce important data with regard to student participation in career counseling and assessment through the Datatel XCSM screen. Now that we have the proper coding, we will be able to assess how many students are receiving and seeking out assistance with career discovery and watch for increasing need for providing these services. Up to this point, we have not had data for a baseline. The final assessment is the tracking of student use of our online assessment tools as mentioned previously
Eventually, if a career center is established, there will be more opportunity for monitoring student use and progress.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
The need for career development services is reinforced through application data, and current research (see Qualitative section). In the past, the same space was shared equally between the Career Center and Transfer Center. However, the Transfer Center’s needs have grown over time and have consequently reduced space for career materials. The current location of the career library is not in the student flow area, so few students are aware it exists. Also, the limited space and sharing arrangement with the Transfer Center does not allow instructors to assign career library work or request class tours. This is why the service name has been changed from “Career Center” to “Career Services”.
In order to maximize these services, it is necessary to identify appropriate facilities and computer technologies. Facilities would include a computer lab to serve 30 students (the average GS 34 class size) with appropriate shelving and filing to store career materials and full-time staffing for student use.
Reedley College/North Centers
Counselors have been assigned to feeder high schools and it is thought that more coordination with high schools around the subject of careers, including possible GS 34 courses offered on the high school campuses, should be explored as time allows. It appears that, in general, little is done at the secondary level to facilitate career exploration so students arrive at college without a vision of their future.
A cooperative grant is currently being explored that joins the community college with feeder high schools and middle schools to advance the exposure to career exploration at the middle school level.
Employment Services
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan.
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or services(s) that are offered in department or
sub-department.
Employment Services is involved in assisting employers in filling their open positions and students in securing part time or full time work. Services include a daily updated job board developed and maintained by the career counselor with information on job openings, job orders obtained by the career counselor and entered on the Tiger Business Connections website, and employment related workshops offered each year in the spring. Workshops are usually held in the Student Lounge and have been coordinated with the Students in Free Enterprise (SIFE) class for marketing and development purposes. Topics covered include: completing an application, resume writing, interviewing, job seeking, and self- marketing.
1. Current Staffing: These services are part of the responsibilities of a fulltime counselor. A part-time student assistant is assigned to clerical tasks related to the job board and online job listing Website.
2. Facilities Overview: The job board is housed in the Student Services building and the website can be reached through a link on the Reedley College Career Services page. In 2002-2003, an office and reception area was dedicated to Job Placement. However, this office is now used for counseling and the job placement reception area is now a multi use office area. Job seeking related books are stored on the Career Service bookshelves in the Transfer Center area.
3. Equipment Requirements: There is a computer and storage area in the reception area that is used solely by the student assistant.
4. Supply Requirements: Paper, display material, and general office supplies are needed.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
Learning outcomes will be assessed by obtaining the recorded site “hits” by students and number of employers entering jobs on the website. The website is provided by the business department but we enter most of the job openings and have plans to notify our extensive employer list regarding the availability of the site for their use. We also notify students of the online service.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
With the increasing number of students requiring employment while attending college, there is a corresponding increasing demand for job services. In this expansive rural area, finding employment opportunities can be difficult.
With concerns for security, employers are more frequently expressing that they want us to screen potential student applicants before sending them to their site. With no job placement personnel, this is not possible and students may be excluded from consideration.
With intensive marketing through various communication technologies and strategies, private proprietary schools are drawing our students away with the promise of job placement. We lose our students and they, due to the expense of these schools, end up with unnecessary debt.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
Reedley College
Computer-based technologies are already being used. The new online job board allows students to access employment opportunities from home. A data base of employers who register jobs with us or participate in the Kaleidoscope Career Fair has been developed to use as a contact source for sending instructions for entering job openings directly onto the website.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
Currently, we have one part-time student assistant assigned to placing job openings on the Job Board and entering jobs on the website. There is no one to personally assist students with their job seeking needs and strategies, nor anyone to perform job placement services. Often employers expect to have the students we refer screened as a job placement office would do, but without a person assigned to this, it has not been possible and some employers have expressed discomfort with this.
A full time job developer could provide job seeking assistance to students and screen for employers, but also add the dimension of reaching out into the community and soliciting jobs as well as establishing internships and service-learning opportunities to better prepare our students for the working world. The job developer, who was here four years ago, coordinated a Job Fair in the Fall where employers recruited students for employment with their companies. This was tremendously helpful for both parties. A student assistant assigned to this job developer could maintain the records, make appointments, and handle other details related to this area.
G. List the best ways to measure quality and success of your program.
The online job board use can be measured by a site visit counter.
H. Provide any other information to describe, explain, justify, or clarify program/department-tal changes or needs over the next five years.
Within the next five years, we need to have a Job Placement Services office staffed with a job developer and office assistant. Without job placement, we will continue to lose students to private schools. Without job placement for internships, job shadowing and service-learning we put our students in jeopardy of not being competitive in the current labor market or even plainly unaware of what exists in the “real” world of work.
The addition of the above two positions will mean that continual workshops, employer networking, and placement can be made available regarding various job seeking subject matter.
The physical job board and internet job site need to continue with increased student usage.
Reentry
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-department.
A Reentry Program does not currently exist. Counseling services, including career, retention, etc. are available for all reentry students and all counselors serve the general population which includes reentry students. There is no assignment of time to reentry focused duties, no facilities, and hence no supply or equipment requirements. There are other services that draw reentry students such as Veteran’s Services, CalWORKS, and online counseling. Extended counseling office hours have also been instituted to meet the needs of the working adult.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
Since this population is not being targeted at this time, the student learning outcomes are the same for reentry students as any other student at Reedley College. Please refer to student learning outcomes for Counseling, Online Counseling, Transfer Center, and Career Center.
B. List future trends, unique to your area, that are likely to influence your discipline. How will students be affected by these trends?
The Student Equity Plan indicates there is an increase of reentry students and determined this was an important group to address.
A need for reentry services was determined in 2000 and the same percentage of reentry students continues to participate at Reedley College.
The increasing price of gasoline and number of part-time and full-time working reentry students will demand online counseling services and courses.
With the aging of the baby boomer generation, it is predicted that many will come to the community college for interest/hobby/skill development.
The aforementioned does not address the economically challenged who do not have the technology available for this convenience or the ESL students who needs an intensive classroom experience.
C. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
Online counseling will allow working students and those living a distance from campus to receive services from the convenience of their homes. A Title V grant is currently developing a full service online advising program through Web Advisor and more online courses are added each semester.
D. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
If the need is identified as crucial, a full time counselor with half time assignment to reentry would be ideal. Classified staffing should not be necessary.
E. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
A survey of reentry needs/satisfaction will be conducted in the future to determine the need for additional reentry services.
F. Provide any other information to describe, explain, justify, or clarify program/depart-mental changes or needs over the next five years.
Services for reentry students were not initiated due to staffing limitations. This continues to be problematic with even more staffing limitations. At this time, no specialized services are anticipated.
Orientation
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-department.:
Orientation provides the student with information concerning laws, rules, regulations and strategies governing or affecting a student’s enrollment and attendance at Reedley College including the North Centers.
Orientation is a matriculation component required of all community colleges. Reedley College and the North Centers offer Guidance Studies (GS) 120 - College Introduction, both face-to-face and distance education (online, hybrid, satellite, etc), and counselors advising first time students into GS 120. We are offering pre-orientations for RTG students, mini orientations given at RTG, on campus new student welcome sessions for students and parents, and individual orientations during counseling appointments. There is also a new SCCCD Online Orientation available for students.
1. Current Staffing: Presently, all full time and part time counselors, educational advisors, and school relations staff participate in orientation activities.
2. Facilities Overview: We are currently utilizing our existing facilities for orientation activities. These include on campus counseling offices, classrooms, computer labs, and off campus high school facilities.
3. Equipment Requirements: There are potential purchase, supply, maintenance, and upgrade costs for orientation services; including all distance education modalities and face-to-face.
4. Supply Requirements: See above.
Current discussions through common catalog have involved the possibility of a mandatory orientation which would include registration holds until the orientation is completed. This will involve costs for staff to manually release these holds or programming costs to link Blackboard to Datatel.
RTG packets are provided to students that include the college catalog, student handbook, registration materials and other student services information. With the expansion of the SCCCD North Centers, there is a need to develop new and updated materials to provide to our local area feeder schools.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
The RTG process is not an instructional program that can be measured in the context of student achievement. However, the counseling department is considering developing a model to measure student persistence and success by tracking RTG students from census date; to midterm, to end of term and 1st term to 2nd term. This will provide an opportunity to set up a tracking system to monitor degree and/or program completers who participated in the RTG process. In terms of assessing the RTG program, the counseling department is in the process of developing measurements to monitor outcomes whereby students will explain the community college matriculation process. This includes completing an application, taking a placement test and recognizing the various skill levels in English (writing), math and reading skills. Student will successfully complete the orientation process along with participating in counseling, advising, registration, and in the development of a student educational plan (SEP).
See Table C for a description of the Student Learning Outcome and Assessment strategies.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
One future trend that may affect the RTG process is that there are a number of students who are not passing the California High School Exit Exam (CAHSEE). These students will require additional counseling and attention relative to their educational planning. High school enrollments continue and more high schools are added to our service list each year, RTG activities will require more time-intensive outreach activities to meet current yields in proportion to growth. The availability of proprietary/vocational schools will further challenge our recruitment efforts. If high school enrollments decline, the aforementioned schools as well as all of the community colleges will be competing for these students. More personalized approaches generally yield the better response and commitment from the students. Time constraints and counselor staffing levels may take away our competitive edge created by the RTG process, in turn decreasing enrollment numbers during registration.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
The increased use of computer laptops by counselors can provide on-site access to relevant student information. Wireless technology can enhance counseling services via quick access to student information; e.g., test scores, application, and financial aid information.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
During the RTG process, Reedley College utilizes approximately two-thirds of their full-time counselors, thus leaving the counseling office with minimum staffing levels which effects services provided to students on campus. The North Centers’ counseling services are affected in a similar fashion. Counselor staffing levels at North Centers are smaller in proportion to their student population. Counseling department needs include hiring and training additional adjunct and full-time counselors to assist during the RTG process.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Currently the only method utilized to measure success is reflected in the number of students enrolled during the RTG process (FTE). A student survey needs to be developed to measure quality of services based on student/faculty perceptions of RTG process. The survey will be administered immediately after students have officially registered in college courses. Students can go through a check-out process that would include completing a brief survey and/or questionnaire.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
The RTG program provides an invaluable service to our local feeder high schools by providing onsite services; orientation, application assistance, counseling, assessment and registration. This process allows RC/NC to build student enrollments, along with developing collaborative relationships with local feeder high schools.
I. Additional information/questions—some services areas or programs will want to include other supportive data. This data should be presented in this section of the report.
*See III F in Quantitative for RTG data.
Assessment
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department.
The services offered through the Assessment office include placement testing, both on computer and paper and pencil, CELSA testing for ESL students, and ATB testing for Financial Aid purposes. The CELSA testing is only offered at the main campus in Reedley. A computer familiarity test will be offered in late Spring 2007 which may be used to fulfill the computer literacy/familiarity requirement for all AA/AS degrees.
Reedley College
1. Current Staffing: One full-time student services specialist and from 3 to 5 part-time work-study student staff in addition to the coordinator who is assigned 40% of his counseling assignment to assessment.
2. Facilities Overview: Current facilities are shared with the DSPS HiTech center. A move is planned for sometime in the Spring 2007 semester to the INC computer lab which will become the new assessment center. This facility will greatly expand the capabilities and offerings with up to 15 computer stations dedicated to assessment services only. This move should provide a much quieter environment for placement testing, which will ensure an optimum setting for students test performance.
3. Equipment Requirements: The software used to store test results requires a maintenance agreement costing at least $1800.00 per year. Computer maintenance is performed when needed by the RC IT staff.
4. Supply Requirements: Approximately 1200 – 1500 Scantron forms are needed for our paper and pencil tests (Companion and CELSA) during each school year (RC and NC combined). Miscellaneous office supplies are needed periodically with little or no other costs encountered.
North Centers
The North Centers use an educational advisor, or school relations specialist, or part-time counselor to administer the placement test in an open computer lab. The test is offered on different days and times and is advertised ahead of time. The only test service currently offered are placement testing and Ability To Benefit (ATB) testing for financial aid eligibility. It is recommended that the CELSA test be offered at the North Centers to assist with their increasing ESL population.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
All incoming full-time students are strongly encouraged to take the placement test to determine strengths and weaknesses in math and English. Regardless of their academic goal/objective there is a tremendous amount of reading and/or writing for most college level classes, so an accurate measure in the beginning of a student’s academic career is essential for a proper educational foundation.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
Testing is a constant that will be maintained throughout all avenues of education, especially for entry and exit to and from programs of learning. It may fluctuate in how it is applied, but will certainly be one of the prime methods for measuring knowledge and or abilities in specific areas. It is recommended that the RC assessment center services be expanded and upgraded, and NC have their own assessment center created and dedicated to these services.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
As technology improves it will be essential to maintain state of the art facilities and equipment to provide the most professional atmosphere/environment for any kind of testing offered by the assessment center.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements.
Reedley College
In addition to the current student services specialist position, another full-time position would greatly enhance, improve, and make more consistent, the services offered in the assessment center. In addition to this new position, it is recommended that the coordinator position be expanded to a full-time position if other testing services are to be offered, such as distance education proctoring, community based testing like the GRE, SAT, etc., or academic (class) testing.
North Centers
An assessment center should be established at the North Centers to facilitate all of the services currently offered by the RC assessment center. Therefore, a full-time counselor should be hired with assessment as a priority responsibility, and a full-time classified staff member should also be hired to assist with this center. Student FWS aides may be hired as necessary to assist in this new center/service.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Data from student satisfaction surveys and success in classes they placed into are best for measurement of quality and success of the assessment program. It is recommended that a student satisfaction survey of assessment services be established and conducted on a regular basis for comparison purposes both at RC & NC.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
If we are going to expand our classes to match the local community needs and desires, we should also be prepared to expand our testing/assessment services as well.
Registration to Go (RTG)
A. Describe how your program supports the College Mission, Philosophy and Strategic
Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department.
Reedley College and North Centers utilize an innovative and student centered process called Registration-To-Go (RTG). RTG incorporates year-long activities to prepare high school seniors for their first year at the community college. These activities include: on- campus application workshops, assessment, senior presentations, periodic visitations, orientation, academic advising and registration. RTG is coordinated by the office of School Relations and is supported by Admissions & Records and the Counseling Department. The Counseling component within the RTG process is designed to assist students with on-site registration and first semester academic planning.
1. Current Staffing:
Reedley College
RTG team staffing levels are 6 full-time counselors to 3 part-time counselors (2:1)
North Centers
RTG team staffing levels are 5 full-time counselors to 3 part-time counselors (5:3)
2. Facilities Overview:
All RTG program activities are conducted on-site at local feeder high school
facilities. Facility arrangements are coordinated by the School Relations Office
and Admissions & Records. The facilities at feeder high schools are adequate
and contribute to a smooth registration process
3. Equipment Requirements: One wireless computer laptop is provided for counselor use to check student placement scores and other relevant student information.
4. Supply Requirements:
RTG packets are provided to students that include the college catalog, student handbook, registration materials and other student services information. With the expansion of the SCCCD North Centers, there is a need to develop new and updated materials to provide to our local area feeder schools.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
The RTG process is not an instructional program that can be measured in the context of student achievement. However, the counseling department is considering developing a model to measure student persistence and success by tracking RTG students from census date; to midterm, to end of term and 1st term to 2nd term. This will provide an opportunity to set up a tracking system to monitor degree and/or program completers who participated in the RTG process. In terms of assessing the RTG program, the counseling department is in the process of developing measurements to monitor outcomes whereby students will explain the community college matriculation process. This includes completing an application, taking a placement test and recognizing the various skill levels in English (writing), math and reading skills. Student will successfully complete the orientation process along with participating in counseling, advising, registration, and in the development of a student educational plan (SEP).
See Table C for a description of the Student Learning Outcome and Assessment strategies.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
One future trend that may affect the RTG process is that there are a number of students who are not passing the California High School Exit Exam (CAHSEE). These students will require additional counseling and attention relative to their educational planning. High school enrollments continue and more high schools are added to our service list each year, RTG activities will require more time-intensive outreach activities to meet current yields in proportion to growth. The availability of proprietary/vocational schools will further challenge our recruitment efforts. If high school enrollments decline, the aforementioned schools as well as all of the community colleges will be competing for these students. More personalized approaches generally yield the better response and commitment from the students. Time constraints and counselor staffing levels may take away our competitive edge created by the RTG process, in turn decreasing enrollment numbers during registration.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
The increased use of computer laptops by counselors can provide on-site access to relevant student information. Wireless technology can enhance counseling services via quick access to student information; e.g., test scores, application, and financial aid information.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
During the RTG process, Reedley College utilizes approximately two-thirds of their full-time counselors, thus leaving the counseling office with minimum staffing levels which effects services provided to students on campus. The North Centers’ counseling services are affected in a similar fashion. Counselor staffing levels at North Centers are smaller in proportion to their student population. Counseling department needs include hiring and training additional adjunct and full-time counselors to assist during the RTG process.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Currently the only method utilized to measure success is reflected in the number of students enrolled during the RTG process (FTE). A student survey needs to be developed to measure quality of services based on student/faculty perceptions of RTG process. The survey will be administered immediately after students have officially registered in college courses. Students can go through a check-out process that would include completing a brief survey and/or questionnaire.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
The RTG program provides an invaluable service to our local feeder high schools by providing onsite services; orientation, application assistance, counseling, assessment and registration. This process allows RC/NC to build student enrollments, along with developing collaborative relationships with local feeder high schools.
I. Additional information/questions—some services areas or programs will want to include other supportive data. This data should be presented in this section of the report.
*See III F in Quantitative for RTG data.
Retention Programs: Early Alert- Reedley College
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
Department.
Since the last counseling program review, Reedley College/North Centers have institutionalized the Title III Early Alert Program. The Early Alert Program is a campus wide student progress monitoring system for both Reedley College and North Centers. Reedley College’s Counseling department chair and a North Centers’ counselor coordinate and implement this process at each campus. The student monitoring system requires faculty participation by identifying and referring students having difficulty in the classroom beginning the third week of the semester.
1. Current Staffing: Reedley College and the North Centers have one counselor designated to coordinate all areas of responsibility regarding Early Alert/Student Progress Monitoring efforts. Reedley College Counseling Department has an Office Assistant Aide III to assist with the Early Alert/Progress Monitoring System paperwork. The North Centers do not have clerical assistance assigned to the Counseling Department.
Counselor responsibilities include the following:
• run the Early Alert/Progress Monitoring Access program to capture all student referrals
via Early Alert/Progress Report rosters (hard copy) and capture all student referrals via
WebAdvisor
• merge and mail letters to all referred students to inform them of their referral
• disseminate and email referred students to specialize programs; EOPS, Residence Hall,
Student Athletes, CalWORKs, DSP&S, and OA III for the master list
Step 2: Week 4 to 14 – Reedley College Counseling Department Chair and North Center Retention Counselor collect all student referrals from WebAdvisor and Datatel. Reedley College also utilizes a phone bank system to provide follow-up contact and to ensure that students are aware of counseling services through our Early Alert/Student progress monitoring system. Once again, students identified during this period are referred to student services for counseling and/or interventions that can help students improve their chances for success in the classroom.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
Many students entering RC/NC are academically under-prepared and cannot perform at the college level. These students are lacking basic skills in English and Math that require remediation and placement into pre-collegiate courses. We have first generation students who struggle with their first year of college. Many of these students do not experience immediate success in the classroom and are often likely to drop out after their first semester. There are also a high number of non-traditional students returning to school to upgrade skills, to receive vocational/career training, and/or to hone skills to return to the job market. The ESL student population has been increasing steadily the last few years. These trends have impacted the methods we use in order to provide counseling services and may require us to re-evaluate how to meet the needs of our diverse student population.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
Currently, Reedley College and North Centers are utilizing WebAdvisor to capture any student instructor referral from the 2nd week thru the 14th week of each semester. This process has been implemented to make the Early Alert/Student Monitoring program more efficient and collaborative between counselors and instructors. The North Centers are in the process of implementing the SARS calling system.
Counselors currently use an Access program created to extract all student referrals through WebAdvisor and Datatel. This computer program has the capacity to create a database to identify students based on: referral type, course and instructor referral, students identified in special programs, number of referrals, and other data that could be utilized for evaluative and statistical processes to monitor retention efforts. At this time, the Vice President of Admissions and Records is assisting with our on-going Early Alert program changes.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
As enrollment increases, our counseling retention efforts will need to increase, because our Early Alert referrals will increase. Under the direction of the North Centers’ administration, North Centers have hired a new counselor and have currently opened a new counseling position. As for Reedley College, the counseling department is short staffed however administration has not filled two vacant positions. Eventually, our goal is to have one full-time counselor work with students in remedial courses, on academic probation, and/or those that have been referred for other counseling services.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
Currently we are measuring the success of our program through the number of student referrals, student follow-ups, our students’ grade point averages, persistence, and retention rates.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
According to the Noel-Levitz Enrollment Opportunities Analysis, it was clearly recommended that Reedley College “appoint and charge a director of retention activities at each college/center to lead the retention team and engage the community in a coordinated initiative that that could include:
• Early Alert (not attendance tracking, close the loop)
• Recruit-back (not just letters, data driven)
• Data-monitoring
• Retention Plan accountability
• Recognize that growth can also come from retention”
Over the next five years, Reedley College Administration and the District can use this information to seriously consider and implement these recommendations for improving our retention efforts and enrollment growth.
Retention Programs: Student Athlete Retention Program (SARP)
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-
department.
The Student Athlete Retention Program (SARP) supports the College Mission, Philosophy and Strategic Plan by providing services to an average of 200 student athletes within the eleven competitive sports per year in a comprehensive program that assists them in obtaining educational success.
Reedley College has recognized student athletes as having unique characteristics while attending college, therefore, the institution continues to support retention efforts through a comprehensive program called the Student Athlete Retention Program. These unique characteristics include students having to meet University Admission Requirements, Commission On Athletics (COA – ) eligibility requirements while attending a Reedley College, potential student athletes transferring to compete must meet the National Collegiate Athletic Association (NCAA – ), and/or the National Association of Intercollegiate Athletics (NAIA- ) transfer requirements.
The SARP advisory committee meets four times per year to assess the services provided for student athletes. The committee has established program goals and objectives for our Student Athlete Support Services.
Objectives
1. Provide academic, career, and counseling services to assist student-athletes.
2. Advise student-athletes about up-to-date information on NCAA, NAIA, and COA eligibility rules and transfer requirements that may affect their athletic and educational objectives. (Orientation and counseling sessions)
3. Monitor and track student athletes’ academic progress and grades for each semester.
4. Provide interventions and follow-up with student athletes and assess academic progress.
5. Empower student athletes to become successful students.
6. Ensure that all student athletes have submitted high school transcripts, completed a SEP, and taken an assessment.
Goals
1. Increase the grade point average of student athletes’ participation in the program
above a 2.5.
2. Increase the number of student athletes who successfully complete their academic
courses.
3. Increase the number of student athletes who obtain an Associate of Arts or an Associate of Science Degree and transfer to four-year colleges from Reedley College.
4. Ensure compliance of student-athletes with enrollment in 12 units during the season of competition.
5. All student athletes have a completed SEP on file before priority registration. Complete SEP’s according to the NCAA-Initial Eligibility Clearinghouse status (“Qualifier or Non-Qualifier”)
6. Ensure compliance of student athletes completing 24 units/2.0 grade point average.
In order to provide consistent retention efforts throughout the district, the Clovis Center counselor has become the liaison for tracking student study hours and assisting in program planning in accordance with the students practice schedule. Also, the Clovis Center counselor will be a part of the athletic orientation at Reedley College.
1. Current Staffing: Under the supervision of RC Vice-President of Student Services, one counselor is assigned to coordinate all counseling and retention services for student-athletes attending Reedley College. Under the supervision of the SARP counselor, an adjunct faculty conducts study hall hours for student athletes for 21 hours per week.
2. Facilities Overview: Study hall is one key component for the Student Athlete Retention Program and it is required for incoming freshmen student athletes to attend at least three hours per week. Currently, Study Hall shares Humanities 58 with the Writing Center. Study Hall has six computers and textbooks available on a reserve only basis. These resources are available for student athletes from 11am to 2pm Monday – Friday and 6:30 – 8:30 pm, Monday to Thursday. SARP has purchased six computers for students to utilize the internet and Microsoft programs for relevant class assignments.
3. Equipment Requirements: Study Hall has six computers and one printer for student athletes to complete required class assignments. The equipment needs to be updated and requires check-ups on a semester by semester basis. The SARP study hall monitor uses a laptop to track study hall hours of student athletes and submits a weekly attendance sheet to each coach. The SARP counselor uses a projector and laptop during recruiting presentations.
4. Supply Requirements: In order to inform students of additional student athlete expectations, a student-athlete handbook is available for student-athletes and parents. SARP continues to update the student-athlete handbook and uses other promotional supplies; pencils, black logo folders, etc.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
See Table C for a description of the Student Learning Outcome and Assessment strategies. We continue to keep records of student athletes who meet four year college transfer requirements, graduate with an Associate Degree, and/or meeting additional NCAA or NAIA eligibility requirements to compete after attending Reedley College.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
Since 1995 many changes have occurred within the NCAA, NAIA and COA regulations. Due to these on-going changes of eligibility rules, many more students are entering our college as “academic at-risk students”. The NCAA-Initial Eligibility Clearinghouse determines a student-athlete as either “Qualifier or Non-Qualifier”. As a result, the student athlete’s status determines which transfer rules apply to the student. A “Non-qualifier” is a student athlete who does not meet the admission requirements for a NCAA four year institution, but may meet the requirements by attending a community college. Student athletes who are “Qualifier” have documentation through the NCAA Clearinghouse, thus, transfer rules vary based on athletic eligibility rules. The majority of Reedley College student-athletes fall under the “Non-Qualifier” status (see or reedleycollege.edu/services/athleteretention/sarp.htm rules).
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students.
Student athletes who attend study hall have access to computers to complete class assignments. All student athletes register for a non-credit class for tracking positive attendance.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements.
Currently, Study Hall is operated by a Study Hall Monitor/Tutor, but supervised by the SARP Coordinator (SARP Counselor). Study Hall is on-going and this position needs to remain for it to be successful.
G. List the best ways to measure quality and success of your program. If a student or staff questionnaire has been developed, validated by institutional researcher, and administered, please report results.
The success of SARP is based on student athlete’s persistence and retention outcomes.
Probation Services
A. Describe how your program supports the College Mission, Philosophy and Strategic Plan
See Section A under Counseling Center for College Mission, Philosophy and Strategic Planning Goals and Objectives/Action Steps (See Table B).
B. General description of program(s) or service(s) that are offered in department or sub-department.
Probation is a part of our retention efforts. All counselors provide probation counseling, probation sessions and probation workshops to assist students in changing course from probation to college success. The goal is to make students aware of what probation is, what it means to their future, and how to get off and stay off probation. Various tools are implemented to assist students on probation including: mailing notifications of probation standing; probation workshops; personal counseling; developing SEP’s; referral to tutoring, DSPS, Psychological Services, Health Services, etc.; retention agreements; placement in Guidance Studies courses; and career assessment.
1. Current Staffing: All full-time and part-time counselors from Reedley College and the North Centers provide students with Probation Services. These services include but are not limited to: mailing notifications of probation standing; sending letters asking students to attend a Probation Workshop and/or meet with a counselor to discuss their probation status; conducting probation workshops; counseling; developing SEP’s; and referring students to Guidance Studies courses, Psychological Services, Health Services, and other resources as needed.
2. Facilities Overview: Reedley College and the North Centers have no specific facilities assigned to Probation Services; the counseling staff utilizes conference rooms, classrooms and counseling offices to conduct this service.
3. Equipment Requirements: Reedley College and the North Centers utilize laptops, projectors, and access to copier for probation handbooks.
4. Supply requirements: Limited to paper for handouts, CD’s for PowerPoint presentations and postage for letters.
State Center Community College District counselors are currently developing a district-wide online probation workshop.
C. Describe how program/certificate/degree student learning outcomes are/will be identified and the assessment process by which student achievement of those outcomes is/will be measured.
Reedley College and the North Centers provide probation sessions which are one of two primary services for assisting students on probation. Our student learning outcome is:
Students will be able to define probation, understand the consequences of probation, and list the steps needed to clear their probation status. A pre- and post- test at the individual workshops will assist in determining if students have understood the material presented in the probation workshop and hence benefited from participation.
D. List future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?
Data is in the process of being collected regarding probation trends, i.e. increase or decrease of number of students on probation since inception of probation workshops from 2000 through 2005. This data needs to be broken down by number of students in each of the Probation Categories and Levels, i.e. A1, A2, AD, P1, P2, and PD.
E. Describe how technology may be used to enhance teaching/learning and/or to provide services to students
Technology is a very useful method for providing probation services to students with a variety of needs, i.e. DSP & S, working students, etc. Online counseling is becoming a reality through a current Title V grant and the plan is to add online probation sessions to accommodate students who work full time, students with children, and students with disabilities.
Within the on campus sessions, a probation PowerPoint is shown to reinforce and enhance the presentations. This has to be updated annually as policies and procedures change.
F. Describe the certificated and classified staffing requirements for the future. This statement should include the need to retrain or add staff or for replacing anticipated retirements
As the number of students increase, so will the need for additional workshops and more counseling time. This effort will need to be coordinated by an assigned individual. With the development of online probation workshops, there will be additional need for clerical support to assist with the removal of holds on Datatel. With the anticipation of the increase in student population due to the opening of Willow/International, it will become necessary to have an assigned counselor to monitor and implement the probation program throughout the four North Center sites.
G. List the best ways to measure quality and success of your program.
Pre- and post- testing is being developed for use at the probation workshops.
H. Provide any other information to describe, explain, justify, or clarify program/departmental changes or needs over the next five years.
Over the next five years we will:
A. incorporate on-line probation workshops,
B. regularly use pre- and post- testing at the workshops,
C. hire someone to coordinate retention efforts including probation services.
I. Additional information/questions
Common catalog is currently working on common language for district probation/dismissal. This is essential as there is apparent confusion or disagreement as to practice and procedures around academic dismissal.
Students are notified of their probation status by letters mailed each semester from A&R. This letter provides information on their status and directs them to meet with a counselor prior to registration. For Level 1 students, a list of available probation workshops to clear their registration hold is included.
In the process of developing an online district probation workshop to meet the needs of those students who cannot attend the face to face probation workshops, a quiz will be developed to provide evidence of completion of the online workshop.
Part III:
Quantitative Analysis – Non-Instructional
III. Quantitative Analysis—Non-Instructional - Counseling Services
A. How many students served by services area or program in the past year? How does this compare with past years?
|Table D -1a total walk-in and Express students for the fall 2006 semester (Duplicated) |
| | |Fall 2006 |
|Spring 2005 |Fall 2005 | |
| | | |
|Month |Walk-in |Express |
|Clovis Center |8,548 |10,078 |
|Madera Center |4,419 |6,352 |
|Oakhurst Center |955 |1,526 |
|Total |13,922 |17,956 |
|Table D – 2 : Data collected from Reedley College student applications |
|Educational Goal |2003FA |2004SP |2004FA |2005SP |2005FA |Total |
|Obtain 2 yr voc. degree w/o transfer |
|Campus |2001-02 |Total |2002-03 |Total |2003-04 |Total |
|Reedley College |Academic Follow-up |76% |1193 |
|Percent of Students Who Earned at |68.3% |72.0% |74.2% |
|Least 30 Units | | | |
| |1998-1999 |1999-2000 |2000-2001 |
| |to |to |to |
| |2003-2004 |2004-2005 |2005-2006 |
|Student Progress and Achievement |49.1% |52.7% |53.3% |
|Rate | | | |
The counseling department is discussing developing a model whereby a student tracking system can monitor student’s progress from term to term, semester to semester, year to year, in order to determine if students have accomplished their academic goals e.g. vocational programs, certificates, associate degrees and/or transfer programs. The model will demonstrate that the counseling department is adequately providing services to all students.
C. Describe the satisfaction level of students who use service or program. (A survey validated by the institutional researcher could be utilized.)
The last counseling program review cycle team hired a consultant to create a student survey. This survey contained 90 Likert scales to evaluate seven programs based on importance of service and level of satisfaction. The conclusion was that the survey was too long to get an honest, thoughtful response to each segment. Further, “a high percentage of the students marked the non-applicable column on both level of importance and level of satisfaction. With the exception of counseling services, the highest percentage of responses was ‘non-applicable’.” The conclusion suggested that counseling market its services more effectively in order to maximize utilization.
The counseling department intends to engage Noel-Levitz in helping with research and development of a brief but comprehensive student satisfaction survey (CSS) that will be narrower in scope and administered on an annual basis.
D. Historic funding patterns
Counseling services are funded and supported by a Matriculation budget.
E. Other quantitative data relevant to services area or program.
| |
|% of | | | |
|student | | | |
|19 or |2.05 |85.82 |57.73 |
|Less | | | |
|20-24 |2.24 |86.71 |62.23 |
|25-29 |2.50 |87.05 |69.28 |
|30-34 |2.57 |87.37 |68.62 |
|35-39 |2.84 |86.24 |72.04 |
|40-49 |2.80 |85.63 |70.93 |
|50+ |3.23 |89.01 |81.54 |
It is consistently indicated above that reentry students successfully complete more often than traditional students (these charts denote a range of 19-24 years olds although reentry students are considered 24 and older) and also have significantly higher gpa’s. It appears that the older the student, the better they do. This could suggest that they might require less services or that they seek services more readily possibly due to their maturity and focus.
| |
|16 colleges comparable to RC size |
| | | | | |
|College |Reentry |Counselor |Technician |Student Ass't's |
|Antelope Valley |yes |1 FT | | |
|Butte |yes |shared | | shared |
|Cabrillo |yes |shared | |shared |
|Cuesta |yes |1 FT | |4 PT |
|Cypress |yes |shared | |shared |
|Evergreen |yes | | |3 PT |
|Golden West |yes |shared | |2 PT |
|Laney |no | | | |
|Merced |yes |shared | |varies |
|Mira Costa |no | | | |
|Moorpark |yes |shared | |shared |
|Reedley |no | | | |
|Santiago Canyon |yes |1 FT |1 FT |1 |
|Solano |yes |shared | |shared |
|Ventura |yes |1 FT | |5 PT |
|West Valley |yes |unknown |unknown |unknown |
|Totals | |73% have |7% have |73% have |
| |81%- yes |counselor |technician |student asst |
| |(13/16) |(11/15) |(1/15) |(11/15) |
|13 of 16 colleges (81%) have reentry services with 4 of 15 (27%) |
| employing counselors solely assigned to reentry. |
| | | | | |
|RC is only 1 of 2 colleges of comparable size that does not have reentry services. |
IV. Summary Statement
Reentry students represent over a third of our student population and bring with them issues, concerns, and needs that have not typically been addressed by colleges and universities. Reedley College data shows that they are doing better than traditional students but this does not mean that they could not benefit from more supportive services. As indicated above, there are a number of community colleges in California who have decided this is a population worthy of focus.
Since our existing student population is already underserved according to national norms, and our own reduction in counseling staff, any decrease in our new student population will probably not impact the current status at RC and/or NC. Additionally, since our existing counselors are constantly asked to participate in other duties (committees, etc.) the status quo will be maintained for some time unless we replace those staff members who have left. It will be at that time that we will be able to revisit the addition of specialized services for reentry students.
Short term goals:
• Encourage outreach to reentry students through Workforce Connection, Employment Development Department, community organizations and events, businesses, and houses of worship.
• Encourage further reentry student use of online counseling and courses through outreach.
• Continue to maintain extended hours from 7:30am until 7:00pm to accommodate the reentry student.
Long term goals:
• Survey of reentry students to determine if there is a need and, if there is a need, what are the most critical services needed.
• If the need is determined, seek campus support for a full-time counselor to coordinate and provide services and outreach to reentry students at least as part of his/her assignment.
Transfer Center
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past years?
Through its services and resources, the Transfer Center serves many students each year. Since some of the services and resources offered are not tracked for student usage, the exact number of students served is not exact nor accurate. However, of the services and resources tracked, there has been a slight increase in student usage in terms of CSU Application workshops attended. . (In Fall 2005, one hundred thirteen students attended CSU Application workshops compared to Fall 2004 where ninety students attended.) Student participation in field trips has increased from twenty-one in Fall 2004 to forty-six in Fall 2005.
|TRANSFER CENTER APPLICATION WORKSHOPS |
| |
|2002-03 |2003-04 |2004-05 |2005-06 |
| | | | |
|408 | | | |
| | | | |
| | | | |
| |276 | | |
| | | | |
| | |107 | |
| | | |65 |
The chart above shows a significant decline in career assessment activity because,
as GS 34 classes increased in size, instructors began reserving computer labs to use
during class time rather than require students to use the Transfer Center.
The following data indicates the number of students using our online assessments:
TypeFocus: 7/2006- 72
(purchase date)
% increase
Eureka: 2002- 77
2003- 254 +362%
2004- 182 -72%
2005- 312 +171%
2006- 164 -52%
Overall increase: +119%
SIGI 3: F 05- 66
S 06- 163 +246%
F 06- 213 +131%
Overall increase: +323%
The above indicates that students are increasingly using our assessments and learning about themselves, the world of work, and about careers.
|SIGI 3 Assessment Usage (inaugurated 5/30/05) |
|Fall 05 |Spring 06 |Fall 06 |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|66 users |163 users |213 users |
The chart above shows significant increases in the use of SIGI 3, an online assessment tool
purchased through the counseling budget.
|School year |Eureka Unique NC/RC Student Accounts |
| | | | | | | | |
|beginning |0 to 9 |10 to 15 |16 to 20 |21 to 25 |26 to 35 |36 to 50 |50+ |
|2002 | |1 |35 |19 |9 |9 |4 |
|2003 | |2 |170 |42 |17 |17 |5 |
|2004 | | |111 |26 |18 |18 |7 |
|2005 | |2 |188 |63 |22 |22 |7 |
|2006 | | |107 |18 |16 |16 |3 |
|Totals |
|Stated Educational Goal |
| |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |
|Undecided on a goal at this time |2380 (29%) |2618 (28%) |3007 (30%) |2788 (30%) |2587 (30%) |
|Discover/formulate career interests | 210 (3%) | 268 (3%) | 312 (3%) | 309 (3.5%) | 236 (2.5%) |
| | | | | | |
|Total of those coming |2590 |2866 |3319 |3097 |2824 |
| without a major/career |32% |31% |33% |33.50% |32.50% |
|Consistently, over 30% of incoming students do not have a career or major and counselors believe | | |
|that many more change their minds and need help. | | |
|This is an average of 2939 students coming to this college every year, needing career guidance. |
|RC California Career Center Survey 2007 |
|16 colleges comparable to RC size |
|College |Career Center |Coordinator |Clerical Supp. |Student Ass't's |Computers |Career Counselor |
|Antelope Valley |yes | |1 FT | |4 |1 FT |
|Butte |yes | | |3 |5 |shared |
|Cabrillo |yes |1 FT |1 FT | | |2 FT |
|Cuesta |yes | | |2 |6 |shared |
|Cypress |yes | |1 FT | |8 |1 FT |
|Evergreen |yes |1 FT |1 FT | |4 | |
|Golden West |yes |1 FT | |2--3 |9 |shared |
|Laney |no | | | | | |
|Merced |yes | | | |20 |1 FT |
|Mira Costa |yes | | |7 |7 |1 FT |
|Moorpark |yes | | |5 |7 |1 FT |
|Reedley |no | | |1 |6 | |
|Solano |yes | | |2 |5 |1 FT |
|Ventura |yes | | |5 |10 |shared |
|West Valley |yes |1 FT | | |3 |2 FT |
|Totals |
|assigned to their career center. Only 2 of 16 do not have a career center, RC is one of these. |
IV. Summary Statement
• Student usage of the available career services is on the increase.
• Based on the chancellor’s report, students want career assistance and are not satisfied with what is available.
• Based on the RC application data, there are almost 3000 incoming students every year indicating a need for career guidance
• Reedley College is substantially lacking in the area of career services, a career center, and staffing as compared with other community colleges of comparable size.
• The space dedicated to career services/center is a clear indicator of commitment to assisting students in their career path. Reedley College has no such space.
Short-term goals:
• Increase the number of issues of the Career Examiner, a newsletter about careers that can be accessed via the website or in various locations on campus.
• Distribute career related information to feeder high schools, including the Career Examiner.
• Offer at least one career workshop to Reedley College students each semester.
• Create and circulate “Major to Career” sheets to appropriate areas of instruction.
• Research offering GS 34 on high school campuses for 15% students.
Long-term goals:
• Seek campus support for assigning an area on campus for a career center.
• Seek campus support for adding a position to staff the career center, conduct career workshops, edit the Career Examiner, offer career fairs, and other related duties.
• Send career information via e-mails
Orientation
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past years?
Reedley College and the North Centers are challenged with collecting data from Datatel based on the XCSM entries. The counselors have recently been trained on entering data into contact (XCSM) to match the MIS reporting codes. Up to this point, the data that has been entered has not been coded correctly and as a result does not reflect all of the orientation contacts by RC and the NC’s.
The North Centers are also at a point of hiring a new School Relations Specialist and do not have access to any data previously collected by the former School Relations Specialist.
B. What are the processes and procedures that the services area or program uses to access and measure outcomes?
Orientation data is coded for data retrieval through Datatel.
C. Describe the satisfaction level of students who use service or program. (A survey validated by the institutional researcher could be utilized.)
Our current orientation sessions do not include student satisfaction instruments. The new online orientation includes a student satisfaction survey.
D. Historic funding patterns
The orientation sessions that are conducted by Reedley College and the North Center’s are provided by our counselors and school relations staff. The Matriculation funds are affected by the number of students who participate in the orientation sessions.
The new online orientation is a component of the Title V Cooperative five year grant.
E. Other quantitative data relevant to services area or program.
At this time, RTG Orientation data is not collected separately from the number of students who enrolled at each high school. This has been changed for Spring 2007; student orientation and RTG participation will now be collected.
IV. Summary Statement
Reedley College and North Centers have offered student orientation sessions through multiple venues; including Registration to Go, online, individual, and New Student Welcome sessions. We have utilized existing facilities on and off campus to conduct the orientation sessions. Orientation sessions require up to date materials and supplies including the RC catalog, New Student handbook, brochures, pencils, folders, and other related handouts. We also incorporate technology into our presentations, so it is necessary to maintain updated equipment and software. With the development of the district-wide online orientation, we will be able to accommodate more students with orientation services.
Short Term Goals:
• Implement online orientation
• Increase offerings of GS 120 – College Orientation
• Collect data on RTG Orientation, New Student Welcome, online orientations, and general new student orientations
Long Term Goals:
• Develop student satisfaction survey for RTG orientations New Student Welcome sessions and individual orientation sessions
• Mandate Orientation for all first time college students prior to registration
• Collect data on GS 120 enrollment
Assessment
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year?
|PLACEMENT TEST FREQUENCIES ALL |
|CENTERS COMBINED (ACCUPLACER + COMPANION) 7/1/2005 TO 6/30/2006 |
| |
| |
| |PLACEMENT |FREQUENCY |% |CUMULATIVE FREQUENCY|CUMULATIVE % |
| | | | | | |
|MATH |Math 250 (College Arithmetic) |1476 |36% |1476 |36% |
| |Math 101 (Elementary Algebra) |1715 |42% |3191 |78% |
| |Math 103 (Intermediate Algebra) |58 |1% |3249 |79% |
| |Eligible for higher level math. |861 |21% |4110 |100% |
| |TOTAL |4110 |100% | | |
| | | | | | |
| | | | | | |
|ENGLIS|English 252 (Writing Improvement) |1023 |23% |1023 |23% |
|H | | | | | |
| |English 125 (Writing Skills for College) |2629 |60% |3652 |83% |
| |English 1A (Composition & Reading) |722 |17% |4374 |100% |
| |TOTAL |4374 |100% | | |
| | | | | | |
| | | | | | |
|READIN|English 262 (Reading Improvement) |1197 |27% |1197 |27% |
|G | | | | | |
| |English 126 (Reading Skills for College) |1783 |40% |2980 |67% |
| |Met reading requirement for AA/AS Degree |1459 |33% |4439 |100% |
| |TOTAL |4439 |100% | | |
Chart reflects total number of students served, with possible duplication of numbers. A student may have retested in math or English, essentially taking the test twice. There is no mechanism to determine exact un-dup-licated numbers. How does this compare with past years? Roughly equivalent to past increase/decrease in total number tested.
B. What are the processes and procedures that the services area or program uses to access and measure outcomes?
None established for this service.
C. Describe the satisfaction level of students who use service or program.
None measured.
D. Historic funding patterns
Minimal amount to provide basic placement test process.
IV. Summary Statement
No major conclusions have been reached. RC assessment center is already planning to move to its own facility, which will rectify some of the problem areas. As services are expanded in the assessment center, funding for supplies, equipment, and staff will need to follow suit.
Short Term Goals
• Larger facility to accommodate more students at RC
• Upload scores on a daily basis into Datatel
Long Term Goals
• Develop a student satisfaction survey in regards to the Assessment process
• Hire a full time assessment coordinator at NC’s & RC
• Establish an assessment center at NC’s
• Offer the CELSA test (specifically) for English as a Second Language (ESL) students) at the NC’s
Reedley College & North Centers
Testing is a constant that will be maintained throughout all avenues of education, especially for entry to/from programs of learning. It may fluctuate in how it is applied, but will certainly be one of the prime methods for measuring knowledge and/or abilities in specific areas. It is recommended that the RC assessment center services be expanded and upgraded, and the NC have an assessment center created and dedicated to these services.
Registration To Go
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past years?
As previously described Reedley College and the North Centers conduct year-long activities to prepare high school seniors for college by providing assessment testing, orientation, academic advising and “on-site” registration prior to each Fall term. It should be noted that although many students participate in these activities, not all students actually enroll in courses. The following lists the number of students who participated in the on-site registration process in the past year.
Reedley College had 846 students who registered for the fall 2006 term.
Summer session had 108 students register through the RTG process.
North Centers had 870 students who registered for the fall 2006 term.
Summer session had 91 students register through the RTG process.
*See (III-F) for registration comparison numbers for previous years.
B. What are the processes and procedures that the services area or program uses to access and measure outcomes
Currently the only method utilized to measure success is reflected in the number of students enrolled during the RTG process (FTE). Currently the counseling department is in the process of developing measurements to monitor outcomes whereby students will explain the community college matriculation process. This includes completing an application, taking a placement test and recognizing the various skill levels in English (writing), math and reading skills. Students will successfully complete the orientation process along with participating in counseling, advising, registration, and in the development of a student educational plan. In order to measure these outcomes the counseling department will develop a model to measure persistence to: census date, to midterm, to end of term, and 1st term to 2nd term.
C. Describe the satisfaction level of students who use service or program. (A survey validated by the institutional researcher could be utilized.)
As we develop the counseling department’s measures of student outcomes, a student survey will be developed to measure quality of services based on student/faculty perceptions of the RTG process. A survey will be developed to be administered immediately after students have officially registered in college courses. Students can go through a check-out process that would include completing a survey and/or questionnaire.
D. Historic funding patterns
RTG activities are funded by matriculation monies. However, permanent counseling staff that work RTG activities are generally performing these duties under their regular schedule “A” salary.
E. Other quantitative data relevant to services area or program.
Reedley College RTG Summary
|Fall Terms |Fall 2002 |Fall 2003 |Fall 2004 |Fall 2005 |Fall 2006 |
|Total Students | | | | | |
|enrolled |673 |772 |803 |817 |846 |
|Percentage change –| | | | | |
|year to year |Base |+12.8% |+3.9% |+1.7% |+3.4% |
| | | | | | |
|Summer Sessions |129 |57 |57 |78 |108 |
|Percentage change –| | | | | |
|year to year |Base |-55.8% |0% |+26.9% |+27.7% |
North Centers RTG Summary
|Fall Terms |Fall 2002 |Fall 2003 |Fall 2004 |Fall 2005 |Fall 2006 |
|Total Students | | | | | |
|enrolled |N/A |661 |724 |778 |870 |
|Percentage change | | | | | |
|year to year | |Base |+8.7% |+6.9% |+10.5% |
| | | | | | |
|Summer Sessions |N/A |30 |55 |78 |91 |
|Percentage change | | | | | |
|year to year |N/A |Base |+45.4% |+29.4% |+14.2% |
IV. Summary Statement
The Registration To Go (RTG) program provides an invaluable service to our local feeder high schools by providing on-site support services which include; orientation, application assistance, assessment testing, counseling/advising and course registration. This process allows Reedley College and the North Centers to build student enrollments, along with developing collaborative relationships with local feeder high schools.
During the RTG process, Reedley College and North Centers utilize approximately two-thirds of their full-time counseling staff. This leaves the counseling offices with minimum staffing levels that effect services provided to students on both campuses. As indicated in the RTG summary charts (See III F), the number of first time students registering for Summer/Fall terms continues to grow. Further, the counseling department chair is responsible for provision of materials, staffing, and coordination of these efforts which takes considerable preparation time.
In order to effectively provide counseling services to these students during the RTG process, additional full-time and part-time counselors need to be hired to meet the increased demands for counseling services. Training additional adjunct counselors for the RTG process will help in alleviating the constraints of limited counseling staffing capabilities although the limitation of experience sometimes neglects student needs.
All RTG activities are conducted on-site at local feeder high school facilities. The facilities provided are adequate and contribute to a smooth registration process. Counseling and advising packets are provided to students by counseling during the RTG process. This includes the college catalog, student handbook, test scores and other student services information. Materials are provided through matriculation funding. Funds need to be available to revise and update all student services materials. The use of computer laptops by counselors can provide on-site access to relevant student information. The purchase of wireless technology can enhance counseling services via quick access to student information; e.g., test scores, application, and financial aid information.
Short-term goals:
• Improve district collaboration on all RTG activities.
• Develop student satisfaction survey that includes a check-out procedure after students complete the registration process.
• Train additional adjunct counselors to assist with the RTG process and provide backfill for on-site campus offices.
• Increase summer school registration numbers during RTG.
Long term goals:
• Address registration needs for alternative high schools; e.g. continuation, charter schools and adult schools.
• Develop strategies on how to best serve high school students who have failed the California high school exit exam (CAHSEE)
• Develop strategies for follow-up with students in developing student education plans (SEP).
• Integrate online orientation into RTG process to provide students an option when they are unable to participate in all RTG activities.
Retention Programs: Early Alert
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past years?
Reedley College
|Table E - 1: RC Early Alert by Contact Purpose (Duplicated) |
|Contact Purpose |
|Tabel E – 2 RC Early Alert Contacts (Unduplicated by Student) |
| |
|Table E - 1: NC Early Alert by Contact Purpose (Duplicated) |
|Contact Purpose |
|Tabel E – 2 NC Early Alert Contacts (Unduplicated by Student) |
| |
a. Over the past five years, Table E – 1 shows a fluctuation in the total of student referrals for the spring and fall semesters. Since making the Early Alert/Progress Report available through WebAdvisorfor instructors during the Spring 2006 semester, the number of student referrals have decreased from previous years. The percentage of students who responded to our retentions effort has remained steady from the previous years. Research indicates students who meet with a counselor are usually referred to the Tutorial Center. Other services provided may include: learning disability assessment, health/psychological services, short term guidance studies courses, academic and personal counseling.
b. Over the past five years, research indicates a need for counseling services for referred students.
|Table E – 3 RC and Early Alert Cohort Comparison on Student Success Indicators |
|Term |Retention |Successful Course Completion |GPA |
| |
|Table E – 3 NC and Early Alert Cohort Comparison on Student Success |
|Indicators |
|Term |Retention |Successful Course Completion|GPA |
| |
Over the past five years, Table E – 3 indicates that students who were referred and met with a counselor have a higher retention percentage, higher successful course completion percentage, and a higher grade point average. Although the grade point average of referred students is below our Reedley College student population, data supports a need to continue with our Early Alert/Progress Monitoring System at Reedley College.
B. What are the processes and procedures that the services area or program uses to
access and measure outcomes?
At this time, the Vice President of Admissions and Records is assisting with our on-going Early Alert program changes. The Counseling Department at RC/NC will continue to use an Access program to retrieve all student referrals through WebAdvisor and Datatel. This Access program has the capacity to create a database to identify students based on: referral type, course and instructor referral, students identified in special programs, number of referrals, and other data that could be utilized for evaluative and statistical processes to monitor retention efforts.
C. Describe the satisfaction level of students who use service or program. (A survey validated by the institutional researcher could be utilized.)
A student satisfaction survey will be developed and implemented on an annual basis.
D. Historic funding patterns
The Early Alert Program was developed and implemented by the Title III Grant. To fulfill the Title III Grant obligations, Reedley College would have to institutionalize the Early Alert Program. Since the last counseling program review, Reedley College/North Centers continue to use and modify the method of our retention efforts through the Early Alert Program.
IV. Summary Statement
The Early Alert progress monitoring system is designed for students who need services pertaining to their learning development in the classroom. Through data which includes student success and retention, these students are now being identified through a referral process that enables them to use services provided by the college. Currently RC/NC has two counselors that are identified as the Early Alert contacts. With the rising need of counseling services and programs such as Early Alert, additional counseling staff is needed to provide the necessary tools for student success.
Short-term Goal:
• To provide the students with a comprehensive counselor services survey to include input on the Early Alert program.
Long-term Goal:
• To work collaboratively with the faculty to provide information regarding the Early Alert process and provide in-service sessions that include: the referral process, indicators for referrals and contacts.
Retention Programs: Student Athlete Retention Program (SARP)
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past years?
Over the past four years, a total of 825 student athletes received counseling services.
Table S-1 was developed from our Commission on Athletics Student Athlete Eligibility
Form-3 paperwork. Our records indicate that each cohort of freshmen participating
decrease in prior to their second season of competition. The cohort of freshmen either
dropout, transfer to another college, and/or no longer participate for their sophomore
season. The average total of providing counseling services each year is approximately
200 student athletes.
| | |
|Table S-1 |Student Athletes Served Per Year |
| | | | |
|COHORT |FROSH |SOPH |TOTAL |
| | | | |
|2002-2003 |145 (67%) |70 (33%) |215 (100%) |
| | | | |
|2003-2004 |142 (65%) |78 (35%) |220 (100%) |
| | | | |
|2004-2005 |140 (70%) |61 (30%) |201 (100%) |
| | | | |
|2005-2006 |135 (71%) |54 (29%) |189 (100%) |
| | | | |
|Total |562 (68%) |263 (32%) |825 (100%) |
|Table S-2 |Sophomore Student Athletes Results |
| | | | |Total Athletes |
| |Total Sophomore |Total Athletes with Associate |Total Athletes without Associate Degrees |Continuing Competition |
|COHORT |Athletes |Degrees/Transfer to a four year college |and/or transfer to a four year college |at a NCAA or NAIA |
| | | | |institution |
|2001-2002 |59 (100%) |46 (77%) |13 (22%) |37 (62%) |
|2002-2003 |70 (100%) |55 (79%) |15 (21%) |39 (58%) |
|2003-2004 |78 (100%) |43 (55%) |35 (45%) |35 (45%) |
|2004-2005 | 54 (46%) |25 (56%) |28 (52%) |20 (34%) |
|Total |
|Term |
|RC Athlete Cohort Grade Data, 1999SP - 2006FA |
|Term |
|RC Non-Athlete Cohort Enrollment, 1999SP - 2006FA |
|Term |
|RC Non-Athlete Cohort Grade Data, 1999SP - 2006FA |
|Term |
Table S-4 reveals that the SARP program has tripled enrollment since 1999 while the general student population has only increased by 31%. Further, the gpa, success, and retention rates have remained stable with outstanding results compared to the general student population.
B. What are the processes and procedures that the services area or program uses to
access and measure outcomes?
Counselors will continue to keep records annually to assess student-athletes graduation
rates. Counselor will continue to input counseling services into Datatel as a method of
compiling Data from counseling services provided to student athletes.
C. Describe the satisfaction level of students who use service or program.
SARP Student Athlete Orientation Evaluation Results
|Table S – 3: |Please evaluate the following areas of the orientation on a scale of 1-5 with 5 being the highest. |
|Fall 2005 and 2006 Total Evaluations 258 | |
|Rating scale |Poor [1] |Fair [2] |Good [3] |Very-Good [4] |Excellent [5] |
|Lunch | | | | | |
| |14 (5%) |51 (20%) |91 (35%) |73 (28%) |56 (22%) |
|Orientation Folders: | | | | | |
|Class schedule, student athlete handbook |0 |5 (1%) |63 (24%) |111 (43%) |73 (28%) |
|Session – Jack Hacker (Athletic Director): | | | | | |
|Instructor’s expectations, tutorial/study hall |0 |7 (2%) |64 (25%) |87 (34%) |90 (35%) |
|Expectations, residence hall rules and expectations.| | | | | |
|Session – Javier Renteria (Counselor): | | | | | |
|Add/Drop process and policies, Web Advisor, 24unit, | | | | | |
|2.0 Rule, quick review, 4 year college, purpose of | | | | | |
|A.A. /A.S. degree, preparing for major/major |0 |5 (2%) |48 (19%) |96 (37%) |102 (40%) |
|undeclared, NCAA eligibility rules, UC/CSU admission| | | | | |
|requirements | | | | | |
|Additional Student Comments |Covered all important topics, Not too long and to the point, Faster than last year, good job |
| |Had all info needed. Very informative, open to help, Helped us to understand what needs to be done |
| |academically, Very helpful, good eye contact, Made me not want to mess up |
| |Good work, Concerns covered, Good info, Good job, Awesome, Inspiration |
SARP provides a student athlete orientation prior to start of the fall semester. Students were asked to complete a evaluation form after the orientation. The student athlete orientation consisted of general college information and student athlete information. Table S – 3 contains student evaluation results for the Fall 2005 and Fall 2006 semesters. The evaluation results show that students are satisfied with our efforts to prepare and give students the necessary information for student athletes to succeed at Reedley College.
D. Historic funding patterns
The Student Athlete Retention Program was initially funded through “Partnership of
Excellence”. Funding was used to improve the resources in study hall, such as, the purchase of computers and the necessary items to create a learning environment. Also, funding was used to pay for a study hall monitor, tutors assisting with students taking remedial courses. Reedley College has institutionalized the program and has a on going budget to provide additional counseling services, run study hall, maintain a library, maintain on-going marketing materials, and maintain staffing for study hall.
IV. Summary Statement: Based on the analysis of the qualitative and quantitative data,
list the major conclusions on the state of the department or program including staffing
and staff development, supplies and materials, equipment, facilities.
The Student Athlete Retention Program will need to have an ongoing budget to support
the necessary services for student athletes. Marketing materials, orientation material (student athlete handbook), study hall equipment and staffing will need to be funded to
assist student athletes with their educational success.
Short Term Goals:
1. Update and purchase five additional laptops for the student-athlete checkout process
2. Implement the “Tutor-Track” monitoring program on the Study Hall Monitor’s laptop
Long-Term Goal:
1. Maintain funding to support all supportive services for our Student Athlete Retention
Retention Programs: Probation
III. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past years?
According to John Cummings, District Vice President of Admissions and Records, approximately 1000 probation letters are sent out to students from Reedley College and North Centers each semester. These letters instruct the students to make an appointment with a counselor as soon as possible. This is our first point of outreach to students not succeeding.
|Table D - 4 |Type |2001- 02 |2002-03 |2003-04 | |2005-06 |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | |2004-05 | |
|Reedley College |
|Term |
|16 colleges comparable to RC size |
| | | | | | |
|College |Job Placement |Job Developer |Technician |Student Ass't's |Computers |
|Antelope Valley |yes |2 FT |1 |6 |6 |
|Butte |yes |4 FT | |3 |5 |
|Cabrillo |yes |2 FT | |2 FT, 3 PT | |
|Cuesta |yes |2 FT | |4 |9 |
|Cypress |yes |1 FT coord | | |8 |
|Evergreen |yes |1 FT coord | |3 |4 |
|Golden West |yes |1 FT coord | |2 | |
|Laney |yes |10 FT, 4 PT | |4 |4 |
|Merced |yes |1 FT | | |20 shared |
|Mira Costa |yes |1 FT | |7 |7 shared |
|Moorpark |no | | | | |
|Reedley |no | | |1 | |
|Solano |yes | | |2 PT |5 shared |
|Ventura |yes | | |5 PT |10 shared |
|West Valley |yes | |1 shared | |3 shared |
|Totals |
|area. Some combine their career & job placement areas. RC is 1 of 2 without |
|job placement. | | | | | |
IV. Summary Statement
Based on the analysis of the qualitative and quantitative data, list the major conclusions on the state of the department or program including staffing and staff development, supplies and materials, equipment, facilities.
• Reedley College students are not being provided sufficient means to secure employment after graduation as compared to other colleges. Job leads are provided through the physical and online job boards but this is only part of the job seeking process. Without guidance and instruction in self-presentation, networking, portfolio development, etc, they may know of an opening but not be able to properly pursue and secure it.
• Students want and need job placement services.
Short-term goals:
1. Continue to enter employment opportunities on job board and website.
2. Develop marketing strategy for job seeking skill workshops offered to our graduates.
3. Educate employers as to how to use the employment website for more streamlined service.
Long-term goals:
1. Seek campus support for a full-time job developer to place students, work with employers, conduct workshops, assist vocational programs with placement, and possibly coordinate student internships.
2. Encourage development a physical job placement office for student and employee use.
Part IV:
Summary Statement – Non-Instructional
Counseling Department
IV. Summary Statement
REEDLEY COLLEGE
Program Recommendations
Staffing: We have a four year old retirement vacancy that has yet to be filled, another vacancy due to a recent counselor resignation, and another counselor on frequent disability. The loss of three full-time counselors and a director (before the last program review), and the increasing demand for counseling services have impacted each counselor’s load. Each full-time counselor has taken on more responsibilities since each vacancy. The department chair has accumulated numerous additional duties which limits access to students. As a result, the availability for full-time counselors to see students has been significantly reduced. The counseling department has limited physical space for adding more adjunct faculty to fill in the gaps. Unless the counseling department is supported to fill the vacant positions, the counseling department will continue to face challenges in providing comprehensive counseling services for students attending Reedley College. If supported to hire two full-time counselors or one director and full-time counselor, it would be tremendously helpful for one counselor/director to be responsible for coordinating the retention efforts for the college.
Evaluation: Although our Program Review Cycle I used a student satisfaction survey, we have decided to take more time to research and find the most appropriate student satisfaction survey for all counseling services. We will be exploring possible modalities utilized by Noel-Levitz. Further, we are searching for a system whereby students’ progress can be monitored from term to term, semester to semester, year to year, in order to determine if students have accomplished their academic goals; e.g. vocational programs, certificates, associate degree and/or transfer programs. The system will help us evaluate if the counseling department is providing adequate services to all students.
On-Line Services: As we continue to grow in numbers and services provided, more traditional and non-traditional online counseling services need to be made available. With the increase of student enrollments in online courses and commensurate increased demand for counseling services, additional counseling faculty will be needed to manage and direct the online counseling program. We also incorporate technology into our presentations, so it is necessary to keep our equipment and software updated. With the development of the district-wide online orientation and probation workshops we will be able to accommodate more students with orientation and probation services.
Facilities/Equipment The Reedley College Transfer Center and Career Services share the same computers and office area. As a result, there is limited space for students to review materials or meet with counselors or representatives. There is no assigned area for a career library and other materials where students can peruse these resources. What was once the job placement office is now assigned EOPS office space, leaving no place to hold such services, even if a position were to be added. Though adjunct counselors are needed to provide additional counseling, there is insufficient space to do so. A separate area for a Career Center and Job Placement office is needed along with additional office space for representatives and adjunct counselors.
Marketing/Outreach One of the Counseling Department’s responsibilities is to market counseling services and programs to all potential students and students attending Reedley College. Matriculation funding is used for marketing materials for both on and off campus events. Additional funds need to be available to revise and update all student service materials; orientation sessions require up to date materials and supplies including the RC catalog, New Student Handbook, brochures, pencils, folders, and other related handouts. We have incorporated technology to provide counseling services, thus it is necessary to remain up to date with our equipment, training, and software. Funds need to be designated in anticipation of fulfilling these needs as they arise. With the development of the district-wide online orientation and other on-line counseling services, we will be able to accommodate more students with orientation and probation services but only with the technology required and the ability to maintain its functions.
NORTH CENTERS
Program Recommendations
Staffing: Due to the continued growth throughout the North Centers and the opening of Willow International, we are currently preparing a request for two additional counselors to begin 2008-2009. The enrollment growth of each of the North Centers has impacted each counselors load. Each full-time counselor has taken on more responsibilities and program development as a result of the growth. As a result, the availability for full-time counselors to see students has been reduced. The counseling department has limited physical space for adding more adjunct faculty to fill in the gaps. Unless the counseling department is supported by administration to fill these two new positions, the counseling department will continue to face challenges in providing counseling services for students attending the North Centers. If supported to hire two full-time counselors, both counselors would provide additional services to the North Centers. It is also recommended that a full time clerical position be assigned to each North Center Counseling Center.
Evaluation: Although our Program Review Cycle I used a student satisfaction survey, we have decided to take more time to research and find the most appropriate student satisfaction survey for all counseling services. We will be exploring possible modalities utilized by Noel-Levitz. We are searching for a system whereby students’ progress can be monitored from term to term, semester to semester, year to year, in order to determine if students have accomplished their academic goals; e.g. vocational programs, certificates, Associate Degree and/or transfer programs. The system will help us evaluate if the counseling department is adequately providing services to all students.
On-Line Services: As we continue to grow, more traditional and non-traditional online counseling services need to be available. With the increase of student enrollments and commensurate increased demand for counseling services, additional counseling faculty will be needed to manage and direct the online counseling program. We also incorporate technology into our presentations, so it is necessary to keep our equipment and software updated. With the development of the district-wide online orientation and probation workshops we will be able to accommodate more students with orientation and probation services.
Facilities/Equipment
The NC’s counseling facilities do not provide adequate space for all the programs and services that are currently being provided. Though adjunct counselors are needed to provide additional counseling, there is insufficient space to do so. The facilities designated for Career and Transfer services are shared by DSP&S, the College Center assistant, University representatives, Student Support Services, AmeriCorp, CalWorks, Financial Aid, and part-time counselors. A separate area for a Career Center, Transfer Center, and Job Placement office is needed along with additional office space for representatives and adjunct counselors. As a result, there is limited space for students to review materials or meet with counselors or representatives. There is no assigned area for a career library and materials where students can peruse these resources. The Willow International Center and the Madera Center provide state of the art computer systems. This will assist in adequately serving our students and assisting counselors traveling within the district.
Marketing/Outreach
One of the Counseling Department’s responsibilities is to market counseling services and programs to all potential students and students attending the North Centers. Matriculation funding is used for marketing materials for both on and off campus events. The North Centers are currently updating and purchasing all marketing material to reflect the new Willow International Center. With the continuous throughout the North Centers, there will be a need for marketing materials to assist with developing and improving partnerships between the community college and the local feeder schools. We have incorporated technology to provide counseling services, thus it is necessary to remain up to date with our equipment, training, and software. Funds need to be designated in anticipation of fulfilling these needs as they arise. With the development of the district-wide online orientation and other on-line counseling services, we will be able to accommodate more students with orientation and probation services but only with the technology required and the ability to maintain its functions
RC Prioritization: goal date
I. Staffing:
1 counselor (retention focus) 7/08
1 job developer 7/08
1 counselor (first year experience) 7/09
Director 7/10
II. Facilities:
Establishment of Career/Employment Center at RC 5/09
III. Evaluation:
Development of useful evaluation tools for program improvement and 5/08
development.
IV. Marketing:
With the above corrections, additions, and changes made, the counseling 8/09
centers must market their services for comprehensive, effective use.
NC Prioritization: goal date
I. Staffing:
1 counselor 7/08
1 Full Time Department Secretary for each NC Counseling Department 7/08
1 job developer 7/08
1 counselor 7/09
II. Facilities:
Establishment of Career/Employment Center at Madera Center and 5/09
Willow International Center
III. Evaluation:
Development of useful evaluation tools for program improvement and 5/08
development
IV. Marketing:
With the above corrections, additions, and changes made, the counseling 8/09
centers must market their services for comprehensive, effective use.
-----------------------
Total: 452
Total: 989
RC/NC GS 34
GS 34 sections Student % change
Enrollment
Fall, 02 7 109
Fall, 03 5 94 -13%
Fall, 04 5 89 -05%
Fall, 05 5 132 +48%
Fall, 06 5 134 +01%
TOTAL INCREASE: +23%
%
Desirable Career Services Very Likely Somewhat
* Explore Internet career resources 37.2% 30.2%
* Use the career library 34.9% 30.1%
* Take a career assessment 44.5% 29.9%
* Help choose a major or career pathway 52.1% 29.0%
* Get college info 45.6% 33.6%
* Identify current “Hot Jobs” 42.8% 30.2%
* Help finding a direction 40.2% 31.1%
* Job placement 48.2% 30.9%
* Interview skill building or resume prep 40.2% 30.2%
* Connection to employers 47.7% 29.6%
Total: 72
Desirable Career Services Very Likely Somewhat
* Explore Internet career resources 37.2% 30.2%
* Use the career library 34.9% 30.1%
* Take a career assessment 44.5% 29.9%
* Help choose a major or career pathway 52.1% 29.0%
* Get college info 45.6% 33.6%
* Identify current “Hot Jobs” 42.8% 30.2%
* Help finding a direction 40.2% 31.1%
* Job placement 48.2% 30.9%
* Interview skill building or resume prep 40.2% 30.2%
* Connection to employers 47.7% 29.6%
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